I recently graduated from UCSB, where I graduated with High Honors with a BA in Sociology and minor in Professional Writing. I was the Opinion Editor of my university's newspaper. I have tutored and mentored students of all ages from elementary school to college level.My personality is upbeat and encouraging, and as a tutor I hope to not only help students master their subjects but find enjoyment in them as well. I love researching and discussing current events and finding ways to apply my studies to my own life as a form of enrichment. In my free time I enjoy reading books, cooking and thrift shopping!

I graduated from Arizona State University within the last year with a degree in geological sciences. I love geology because it's where physics, chemistry, and math are applied to the real world. I enjoy all of these subjects, but I understand they can be hard to a lot of student without one on one help. That's where I come in. I tutor math, science, social studies, reading comprehension, and test prep so that I can bring my passion for learning to students who aren't getting the help they need in the classroom.I have experience tutoring students from 13 to college age in math and science, and I'm looking forward to expanding my subject with new students in social studies, reading, and test prep. I am particularly interested in helping high school students prepare for AP tests, many of which I have personal experience with.When I'm not working, I try to get outside! I love camping, hiking, and exploring all around our beautiful state. I also spend time reading, gardening, and cooking.

I am a recent graduate from the Math Honors program at University of Tennessee, Knoxville and I will begin my PhD in Mathematics at University of California, Santa Barbara this fall. Like many students whom I've tutored, I have not always been a successful mathematics student. In fact, it wasn't until later on in my undergraduate degree that I decided to take on a mathematics major. Choosing to make mathematics a career has changed my life and been incredibly rewarding both in my professional and personal life. Besides the basic math skills needed in live, mathematics may seem irrelevant if you aren't planning to be a mathematician or engineer, but it is such an important subject because it teaches you how to think. It helps you better understand science and think critically about complex problems. I also believe that the rigor of thought which it provides can help you in your personal life by helping you discern truth from untruth, and understand when someone's logic (including your own) may not be logical at all.An important thing that I have realized is that mathematics is challenging and it requires work to achieve success. More importantly, even though mathematics can be difficult for myself, I have found that one of the keys in my success was to stop fearing mathematics and reassuring myself that I *can* do it. Part of the beauty of learning math (or any subject) is struggling and making mistakes and working your way through a problem by understanding. It is humbling to accept that it is okay to be wrong and trying to understand why you were wrong in the first place. Learning math has also built my own confidence and it has made me an independent learner. Having tutored a diverse group of students, I have learned that anyone can understand mathematical concepts to a reasonable level. I also encourage my students that it is okay (and highly recommended!) to seek help when it is needed. I too would not have achieved the same success if I had not sought assistance from my teachers and mentors. Mathematics does not always come quickly even to the most skilled students, but if you seek help, continue to practice, and are confident in your abilities, you will achieve success!My first real experience tutoring students occurred in when I took multivariable calculus and linear algebra courses during undergrad. I performed very well in these courses and I wanted to help my friends and peers achieve the same success. I began leading study sessions to review for exams and many of the students improved significantly, developing the critical reasoning skills necessary for success in mathematics. I am grateful for my desire to help my colleagues improve because this experience also helped me learn the material in more depth, and I otherwise would have never realized my potential for teaching.Since then, during my last three years at UT I was fortunate to work at the university math tutorial center, where I regularly engaged students to help them achieve success in their math courses. Providing students with a deeper understanding was incredibly rewarding and motivated me to develop new ways to build their intuition. Many students continually struggle with fundamental concepts in mathematics. I have found that one of the core causes of this issue is that rather than being challenged to think critically about mathematical problems, students instead develop methodical ways to solve the problems which rely heavily on memorization. As a tutor, I aim to help students build necessary skills to think critically about mathematical problems. My goal is to help motivate why mathematical solutions work and help students better understand how they should approach similar problems. I believe this approach to learning mathematics makes the process much less problematic---rather than feeling fearful when trying to attack problems, you begin to ask yourself "How should I think about this problem? What do I know, and how can I use this information to arrive at the conclusion?".I have experience tutoring a broad list of subjects, including:- algebra: Algebra I & II, college algebra, intermediate algebra- precalculus/trigonometry- elementary calculus: Calculus I & II, AP Calculus AB/BC- multivariable calculus: Calculus III- ordinary differential equations- elementary and abstract linear algebra- intro to proofs (set theory, induction, function theory, etc.)- abstract algebra- point-set topologyI have had the most experience tutoring elementary calculus, as this subject was highly requested at the math tutorial center at UT. I have also taken an honors sequence in real analysis, in which we study the theory behind calculus on a deeper level. Thus, I understand the fundamental concepts very well, and I can better determine the issues that students face when studying the subject. I also plan to be a teaching assistant for a calculus course at UCSB this fall, where I will be responsible for teaching recitation sections. Preparing for this job has helped me become a more skilled teacher of the subject.One of my favorite courses to tutor is linear algebra. A particular issue with this course is that many lecturers teach this with a focus on nothing more than methods of solving systems of equations but fail to help students understand the underlying theory and make connections between the different topics within the broad subject. I have many practice problems and examples on-hand to help students better understand how systems of linear equations relate to matrices acting on vector spaces. I also like to provide geometric intuition for the topic to help the subject "come to life".

I always try to learn using Einstein's approach to understanding: "If you can't explain it simply, you don't understand it enough." In my tutoring , I try to impart that same philosophy to my students.

Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.

I believe a solid education is fundamental for children to succeed in life. Working as a tutor allows me to be an active part of helping kids get ahead in life. I personally believe this goal is significant not only for their future, but for that of our whole society. Education allows one to appreciate and understand a variety of cultures, ideas, and events. For more than eight years I have worked as a tutor, working with students of all grades K-12, and have worked with students of all stripes, including several with autism and dyslexia.

I'm a professional environmental scientist and planner, with a broad background in geology, marine science, biology, etc.I'm dedicated to making science education accessible to all!

My name is Katheryn Nguyen and I am a full time college student at University of Southern Californiaa. I am currently pursuing a bachelor's degree in Biochemistry in hopes of pursuing the medical field later on. The subject that I specialize in is math. During my free time, I enjoy listening to music, exercising, hiking, and spending time with my family and friends.

I am a medical student who sees the world from the perspective of a teacher. I am not satisfied with my understanding of a topic until I feel confident that I can explain the material to another person. I am excited about the opportunities to continue my education so that I can spread my knowledge to the community.

I am a person who takes pride in helping others achieve their educational goal. I am an extremely talented and focused person with excellent GPA. I graduated from UCSB in biology and earned excellent grades. With me rest assured that all your academic difficulties will be solved.

I graduated this year from the University of California Santa Barbara with a B.A. in Philosophy with honors distinction and a minor in German. I was awarded the Ralph W. Church undergraduate fellowship for academic merit and promise in Philosophy. My primary interests are logic and philosophy of science, metaphysics, and metaphilosophy.I am planning to pursue a Ph.D. in Philosophy with the ultimate goal of becoming a professor.In high school, I had a passion for English and History. I completed English IB HL and IB 20th Century History.Philosophy has taught me to think and write clearly and succinctly. These skills are applicable to most academic writing, especially the type of writing required in high school level English and History as well as college application essays.I also have a strong interest in the arts. In my free time, I compose electronic music and play the piano.I am proficient in teaching beginner logic and the most common philosophical topics. I graduated at the top of my class at UCSB with a major GPA of 3.91.

My goal as an educator is to set my students up for success. I try to address the individual needs of my students and cater to their different learning styles. I am genuinely invested in helping them meet their goals. I have developed a flexible teaching style that is designed to develop critical thinking in conjunction with course content. In addition, I train students to think broadly and encourage students to identify multidisciplinary approaches to solving problems. In addition to over 15 years of college teaching experience, I also possess rich, relevant, academic credentials, having achieved a Ph.D. from Washington State University. I also hold a Bachelor of Science in Zoology from the University of California Santa Barbara, and I possess a wide variety of wet lab and computing skills, which allows me to design coursework and exercises for practical and conceptual learners. I am truly passionate about education and want to help students obtain their academic goals. I am available to tutor students across a broad range of STEM subjects.