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I graduated from Northwood High School in Irvine. If you're familiar with it you may know that it prides itself on being academically intense. That means I understand meeting the demands of a challenging program. My undergraduate degree was in Integrated Marketing and Communications from San Diego State University.

I worked under the Investigations branch of the Federal Food and Drug Administration for five years handling recalls. There, I received an award from the FDA Commissioner for my work managing audits on a recall of infant formula. I left the FDA to devote my focus to business. I became the Assistant to the Vice President of Operations at a Pharmacy Management Corporation, and for two years worked full time while also earning my MBA full-time at Concordia University. While I find business to be intuitive and I'm very good at it, I could never reconcile a bottom dollar approach and how little the effects on human lives plays into that. So that is why I went to pursue my MPA at USC.

I've studied out of state, interned abroad, held multiple jobs at once, as well as had the privilege of working for organizations willing to hold my position open for me while I tried other things. Feel free to ask me any questions; I know my journey was, and continues to be anything but typical and I have no problems sharing it with people. Especially teens stressed over making lifelong decisions at this point in their life.

As far as extracurricular, just like most things with me, there isn't anything "typical" in that regard either. Before college I was a cheerleader, played softball for 13 years, sang in my HS choir, and had brief stints in musical theater at different points in my life. But my first true extra-curricular love (besides cheer) was speech and debate. In High School I qualified for State in Dramatic Interpretation and Congressional Debate. And in college I was regional champion in multiple Speech categories. My specialty was Persuasive Speech to Entertain/After Dinner Speech.
When I became a business student I started devoting my time to working in student business organizations that called for us to make a difference in our community. Predominantly an organization called Students in Free Enterprise or SIFE, but now known as Enactus (Enactus.org). But I was also involved in the Future Business Leaders of American (FBLA). I was a captain for both organizations which means I oversaw a number of projects, in addition to implementing my own. My most ambitious project went on to win 1st in state and 3rd in the Nation for FBLA in Entrepreneurship. In SIFE I was also one of the 5 presenters chosen to represent our team in front of Fortune 500 executives at Regionals and Nationals for 3 years in a row. And in my last year I was responsible for selecting the team, compiling the 24 minute presentation and ensuring we were prepared to present.

Danielle’s Qualifications

Education & Certification

Undergraduate Degree: San Diego State University - Bachelor of Science, Marketing

Graduate Degree: University of Southern California - Master in Public Health Administration, MPA


Speech and Debate, Disney/Disneyland, reading, volunteering, history, movies, music (almost all types), water activities, traveling

Tutoring Subjects


AP World History

College English

College Essays

College Level American History

College World History

Comparative Literature


Essay Editing

High School English

High School Level American History

High School World History






Public Speaking


Study Skills and Organization


World History

Q & A

What is your teaching philosophy?

Many people teach so that you can understand what's in front of you in that moment. I believe in teaching foundational skills to help you figure out anything that's placed in front of you in the future.

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

I like to use the first session as a gauge to ensure we don't waste time in the future. What does the student already know? Where do they need assistance? What's their personality style, and how does that translate into the best way to ensure understanding and engagement?

How can you help a student become an independent learner?

I don't just teach students how to come up with an answer, but I teach them how to problem solve for future problems.

How would you help a student stay motivated?

Every student is different. In order to answer this question I would have to figure out what motivates them.

If a student has difficulty learning a skill or concept, what would you do?

Find another way to present the information to them. Everyone is different, and that extends to how we comprehend things. I'm a visual learner, for instance. Therefore, I often have to break long dense reading assignments into charts so I can "see" what I'm reading and how it fits together.

How do you help students who are struggling with reading comprehension?

There are many different ways, but I like to start off by making sure they understand active reading principles. If there's still something not catching on after that, I try to assess what that is. For instance, once a child was having a difficult time with reading period. If I read it to them, they comprehended everything completely. Once their reading caught up, so did their comprehension. Another child was an ESL student who was struggling with vocabulary. So, I taught her the foundation of the English language to help with current and future vocabulary words.

What strategies have you found to be most successful when you start to work with a student?

Assessing the needs, strengths, and motivations of the child is the most important step. From there, I know how to build from there and how to keep them engaged and hopefully combat frustration.

How would you help a student get excited/engaged with a subject that they are struggling in?

Incorporating things that they enjoy. If they like games, then I make it into a game or find one. If they like music, we try to incorporate it into a song or find programs during breaks. I like to use these as much as possible, but I will often use them as a reward for getting through the monotonous sections.

What techniques would you use to be sure that a student understands the material?

I always start with pre-tests to gauge the current level of the student. After that, I like to have a review at the end of a session and start new sessions with a recap of what they learned before. If something isn't sticking, we find a new way to cement it in there.

How do you build a student's confidence in a subject?

This is dear to my heart, as I struggled with confidence problems growing up. I believe in positive reinforcement and encouragement. Shifting perceptions is also important. It's not that "you can't" do something. You just haven't found your way of doing it yet. But we'll find it, together.

How do you evaluate a student's needs?

Pre-tests of information at their level, as well as things below their level so that I know where they are. I'd test things above their level as well. People sometimes focus too much on what they can't do at the cost of what they can. Not only can that be demoralizing to someone who's struggling, but you're failing to capitalize on the strengths of the student.

How do you adapt your tutoring to the student's needs?

All I do is adapt. I don't have a specific tutoring style except to figure out what my client will understand.

What types of materials do you typically use during a tutoring session?

Again, that depends on the student and the subject. I've found flashcards are usually good for things that can only be memorized, like sight words. But beyond that it can be workbooks, printouts, or even the computer