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I am a motivated and fun person that loves to set and achieve goals. My degrees are from D'Youville College, a Bachelors in Biology and a Doctorate in Chiropractic, and I am currently working toward a Doctorate in Osteopathic Medicine. Before returning to college I taught colleges that granted associate degrees of varying medical and science focuses. I tutor subjects that pertain to the human body such as anatomy and physiology, biology, nutrition, medical terminology and MCAT biology. I have a passion for human sciences and love explaining them in ways that people can remember, anatomy and physiology is my favorite because it makes logical sense when explained completely. As a college instructor I learned how to decipher the important, testable material making study sessions higher-yield and improve the time spent studying. Test taking skills are also important and I enjoy helping students improve them to help make test days a little less stressful. I love sports, and pretty much anything outside, including hiking, running, soccer, and kayaking.

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Katie’s Qualifications

Education & Certification

Undergraduate Degree: D'Youville College - Bachelors, Biology, General

Graduate Degree: Lake Erie College of Osteopathic Medicine - Current Grad Student, Medicine

Test Scores

MCAT Biological Sciences: 11


Running, Outdoor Activities, Crocheting, Reading

Tutoring Subjects


Anatomy & Physiology


Cell Biology

College Biology

Graduate Test Prep

Homework Support

MCAT Biological and Biochemical Foundations of Living Systems

Medical Ethics

Medical Terminology









Q & A

What is your teaching philosophy?

Each student learns differently. As my teaching experience has progressed, so have I. I have learned very much from my students. I appreciate their eagerness to learn and the difficulty that most people have understanding the concepts of human sciences. To assure that the students understand the concepts presented, I like to use different multimedia and technological programs to illustrate the material in the most concise manner. The information changes frequently. The students should be presented with accurate and up-to-date information. Therefore, I check with many resources to assure that the information that is in the presentation is concise and accurate. The information is difficult to learn without contradictory information; therefore, I try to use the most researched and definitive information. Optimism and encouragement. Every student has second-guessed his or her ability to preform and complete goals. Providing the students with encouragement and optimism on their ability to learn the information, and not just memorize it, can make a large difference. Sometimes just having someone listen is enough. Time, It always seems like there are not enough hours in the day. Many students are nervous to ask questions in class, so I try to stay after class so the students have access to me one-on-one. If I am asked a specific question more than once, I try to send out an email to my class and I address it at the next meeting time. I encourage in-class questions, but many people do not feel comfortable talking in public. Furthermore, I make myself accessible by email, and check my email many times a day to assure that any questions that the students have that may prevent their ability to learn properly are answered as quickly as possible. Why learn this. As a student, I frequently asked why it was important to learn a topic. As an instructor, I found that making clinical correlations not only kept the students involved and awake but also increased the retention, because they could make the conceptual association rather than just memorizing. I try to present a number of clinical correlations and answer questions with more than one example to clarify questions.

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

The first session with a student is a time to get to know each other. It's a time to introduce myself and find out a little about the student. Their interests and goals are very important, because relating topics back to the students interests makes learning easier and more fun. It also removes the memorization and allows for retention of the material.

How can you help a student become an independent learner?

Many students have trouble finding accurate and correct information. By teaching them where to find the information and how to sift though it to find the important material, it allows them to not only learn independently but also more rapidly.

How would you help a student stay motivated?

Keeping the information new and relating it to real-life scenarios, as well as reminding them of their goals, usually helps to keep students motivated.

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

I usually try to explain topics many different ways. Not everyone learns the same, so I like to use other aid to help. Charts and diagrams work for some, where others like videos. Mixing it up helps the student find what helps them learn the best.

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

Reading comprehension is a difficult skill to possess. Most students lack confidence to have good reading comprehension. By breaking up the material to smaller, more obtainable bundles, and by encouragement, reading comprehension can be improved.

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

Every topic that is learned has a different tactic for learning. Anatomy is best accomplished with images and games, where physiology is a good story. In all the areas I like to relate it to clinical and real-life examples.

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

Applying knowledge can be fun, and coming up with mnemonics to remember things helps make it a little more fun.

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

I like to have the student explain things to me. I am only here to help; nothing is silly and there's no reason to be embarrassed. By teaching the material, the student has to form a story from the information, and it helps them remember it.

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

Science can be scary with all of the big words. I like to get students to speak in the terms the books are written in. There is always that moment where the student can't believe that those words came out of their mouth. That's when the student becomes more comfortable with the material and confidence is really found.

How do you evaluate a student's needs?

I ask questions to the students and make them set realistic goals. From there I assess if we are meeting their goals, and I change the lessons if not. I also like to use exam questions since that's how teachers test.

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

There are a lot of methods to learn and a lot of methods to tutor. I like to try a few and see how the student preforms with each. From there, we pick a couple and add more as needed. I also listen to the students when they express that they don't understand something.

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

Videos are my favorite since most of the things that we talk about require the student's imagination to understand. I also use test material since that's what the student is required to perform on. I want them to get A's, and by asking questions, I can see if there are any topics that need further explanation.

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