I hold a Bachelor of Science Degree in Neurobiology and Physiology in 2011, and a Master of Science Degree in Motor Development and Control, both at Purdue University. My undergraduate minors including Psychology and Ancient Civilization/Mythology Studies. Due to my scientific background, in specialize in research methods and technical/scientific writing.
I currently work as a Senior at Memorial Sloan-Kettering Cancer I coordinate clinical trials for non-FDA approved, radioactive drugs.
I have over 4 years of teaching experience. As an undergraduate, I taught 2 years as a teaching assistant in Biology classes. These courses included specific subjects, such as Genetics, Molecular Biology, Anatomy and Physiology, Plant Biology, and Basic laboratory sciences. As a graduate student, I was a lecturer in Health Sciences for 2 years for undergraduate students, including preparing my own coursework, lesson plans, and test/quiz development.
Between both my graduate and undergraduate teaching, I was required to hold after school one on one tutoring sessions, exam help sessions, and be available to my students to review coursework on a one-on-one basis. On end of the semester surveys, I was rated very high among my students as being a very effective instructor, teacher, and mentor throughout the semester.
Building a positive teacher-student relationship is the foundation of a successful student, and I look forward to meeting students who want to improve their knowledge in any subject they tackle.
Undergraduate Degree: Purdue University-Main Campus - Bachelors, Neurobiology and Physiology
Graduate Degree: Purdue University-Main Campus - Masters, Motor Development
Music, writing, volunteering, dog lover/animal lover, movies, reading
Anatomy & Physiology
Basic Computer Literacy
College Level American History
College Level American Literature
Elementary School Math
Elementary School Reading
Elementary School Science
Elementary School Writing
High School Biology
High School English
High School Geography
High School Level American History
High School Level American Literature
High School World History
Middle School Reading
Middle School Reading Comprehension
Middle School Writing
SPSS Statistic Software
Technology and Coding
What is your teaching philosophy?
I believe that a tutor-student relationship is a communicative, collaborative effort. I believe that no two students are the same, and teaching styles need to be adjusted appropriately.
What might you do in a typical first session with a student?
I would get to know them and see what works for the student. How do they currently study? What have they done in the past that works as an effective study method? What hasn't? What knowledge do they currently have on the material? I think getting to know the student's background, and what their goals are, is essential in building a tutoring foundation that works for them.
How can you help a student become an independent learner?
I think learning to be resourceful in obtaining the answers they need is very important in not only succeeding in the course, but becoming a better scholar. I would encourage students to seek out their questions- I do not believe in the "just give me the answer" approach. Not only does it undermine the student's ability to learn the material; it doesn't help me, the tutor, know the student has grasped the material.
How would you help a student stay motivated?
I think many students just need to the boost of confidence that they are able to conquer any material they want! As a tutor, I am not only helping them with the course material, but I hope to improve their self-confidence in achieving their goals.
How do you build a student's confidence in a subject?
I believe tutoring can really boost a person's confidence in tackling a topic, and I would really encourage students to be resourceful and problem solvers before intervening. Of course as a tutor, my role is to guide my students through solutions and coursework, but by maintaining a positive attitude and fostering an encouraging learning environment, I think a student will leave a tutoring session feeling empowered that they gained something from each lesson. I do this by acknowledging when a student is able to grasp knowledge or overcome a previous obstacle (example, perhaps a concept they had trouble with in the past). In a way, a tutor is a student's coach: encouraging them to achieve their best their subject.
How do you evaluate a student's needs?
Before or at the first tutoring session, I like to speak about my students about their background: what are their goals in this subject? What experience do they have (if any) in this subject? What kind of learner are they (example"? visual learner vs. verbal)? What do they feel is their weakness and strengths? By being able to get to know the student before we begin tackling the subject, I am able to evaluate what kind of tutoring style I should use to help them reach their goals.
What strategies have you found to be most successful when you start to work with a student?
Like any working relationship, you don't know a person until you're able to sit down and engage with them. When you first work with a student, it's important to gauge their learning style within the first session: what are they excited about? What are they struggling with? I ask a lot of questions in the first session to see what level my student is at. I use a variety of methods of explaining things (situational, visual, discussion) to see what appeals to the student, and what doesn't. That way, I know how to adjust my teaching style appropriately. I also engage in conversation with the student and offer my past experience in the subject, which I think they appreciate. For example, I may also have experience in a previous subject or concept, and provide ways on how I overcame it.
How would you help a student get excited/engaged with a subject that they are struggling in?
I think many students find subjects to be uninteresting because they don't find it important or relatable in what they're doing. Perhaps they don't see how this subject fits in line with their own goals. In order to overcome this, I would apply real-life scenarios of how this subject would apply, or explain to them the significance of using this subject. For example, geometry may not be something a student will use on an everyday basis, but being able to master how to think in a methodological, logical approach is something any person can gain from. Thinking of the "big picture" of why these subjects are useful is also helpful when getting students excited in a subject they are struggling in.
What techniques would you use to be sure that a student understands the material?
One of my favorite techniques is the teach-back method. If a student is able to explain a concept back to me in their own words, not only will they better memorize the material, they have now gained an important concept while doing so: summarizing and explaining things in simpler terms.