I scored 34 on the ACT English subsection. In my tutoring sessions for the English subsection, I emphasize general test-taking principles such as timing and answer set analysis while assessing specific content areas through practice questions. Once specific areas with room for improvement are identified, I design lessons to bolster performance and track progress using practice test materials.
I scored 29 on the ACT math subsection. In my ACT test prep sessions, I employ what I call the "Taus Method." In this method, study material is covered in three passes, each time with increasing emphasis on the application of material with less content acquisition. The first pass involves 75% learning of new material with 25% application via practice test questions. The second pass employs a 50:50 split, and the third pass involves 75% practice questions and 25% review of content. For those on a tight schedule for test prep, this system can be accelerated.
I scored 36 on the ACT reading subsection. I teach my students methods to quickly analyze reading passages for the underlying intent of the author, allowing students to intuitively answer questions whose answers are are not explicitly stated in the text. This strategy dramatically increases testing speed by limiting the time students spend combing the passage for answers that are not explicitly stated.
I scored 31 on the ACT science and reasoning section. Since the content of this section of the ACT can be fairly random, I spend time working through multiple example passages with my students, teaching students effective time management and passage mapping strategies while using my extensive basic science knowledge from college (B.S. Biochemistry) and medical school (M.D./Ph.D.) to add context to science passages.
I made high A's in all of my high school and college math courses, including Algebra I. In college, I took algebra/trigonometry based physics courses as part of my premed requirements, and was awarded the Physics Student of the Year award for making the highest grade in the course. With this background, I can clearly explain the underlying concepts, reasoning, and real world applications of algebra.
I made high A's in all of my high school and college math courses, including Algebra II. I have extensive experience in real world applications in the fields of chemistry, physics, biology, genetics, etc.
I took a full year of rigorous anatomy courses including cadaveric studies as part of my medical degree. I was one of 5 students out of 165 to be given honors in the course. I advocate an active style of learning in anatomy with on emphasis of image-based and cadaveric studies combined with clinical/physiological correlations where applicable.
I have a B.S. Biochemistry, summa cum laude. I took a full year of focused biochemistry courses as part of this degree, scoring 99th percentile on the standardized American Chemical Society exam. As part of my medical degree, I took two semesters of biochemistry coursework, scoring 99th percentile on the National Board of Medical Examiners standardized biochemistry shelf exam.
I took AP Biology in high school, scoring 5/5 on the AP exam. I subsequently took genetics, cell and molecular biology, and immunology as part of my B.S. Biochemistry, making A's in all coursework. In medical school, I took courses in cell biology, histology, genetics, immunology, and physiology, scoring Honors in all course work. (Honors is given to the top 15% of the medical school class.) The key to success in biology courses is developing an effective method for memorizing and applying content. Personally, I employ digital flashcards, but I like to work with students to develop a personalized form of active learning that can be applied to nearly any biological sciences course.
During my four years of medical school, I have taken three graduate level biostatistics courses.
I took AP Calculus in high school, scoring 5/5 on the AP exam. Subsequently I took Calculus I and II in college, making A's in each class. My preferred approach to advanced math such as calculus is to use quizzing or flashcards to memorize the limited number of equations and rules, and then apply these in practice problems that are at least as difficult as examination questions. Since Calculus is fairly advanced and not something I use everyday, I will sometimes need a day or two heads up before a tutoring session to review certain topics.
I tutored 3rd grade students for my mother who is a 3rd grade teacher for 4 years while I was in high school and college. I also have 1.5 years of experience tutoring at a non-profit organization that provides free tutoring for at risk elementary students. Subjects I have tutored at the non-profit center include reading, writing, math, social science, and physical science.
I am familiar with many of the techniques my mother uses to teach math to her third grade classes. My goal in teaching young learners is to provide just the right amount of scaffolding based on the students level of proficiency.
Given my experience in the biological sciences and medicine, I am able to provide real life context and application for science topics studied by young students. At the same time, I take care to explain concepts in very simple terms that my learners can understand.
I'm a native English speaker, and I've read extensively to bolster my vocabulary. I've made A's in college level English courses. In medical school, I have written several peer reviewed/edited manuscripts, which has kept my formal English language skills refreshed and current.
In high school and college, I participated in athletics extensively (wrestling, soccer, football, spring board diving, swimming), so I have observed and learned many sport-specific training regimens. Additionally, as part of my M.D. training in medical school, I have studied health and fitness recommendations from the perspective preventative medicine and physical medicine/rehabilitation.
Although I have not taken the GED myself, I do have extensive experience with standardized examinations, including college admissions tests, medical school admissions tests, and medical licensing exams.
I have years of experience of personal use and trouble shooting of Mac and Windows-based operating systems. I have moderate experience with the use of graphical user interface Linux based operating systems (Ubuntu, Fedora, Linux Mint, etc.).
As part of my medical training, I have taken two graduate level courses in genetics. My undergraduate major was a B.S. in Biochemistry. DNA/RNA is a significant component of biochemistry study, and I have taken two undergraduate and two graduate level biochemistry courses. I have made 90% or higher in all of my genetics and biochemistry coursework.
I made a high A in my high school geometry course. In college I took geometry/trigonometry/algebra based physics in preparation for the medical college admissions test, giving me a good understanding of the practical applications of geometry.
I grew up in the Deep South, while my father is from Boston and my mother is from the Midwest. This background of regional grammar exposure combined with four years spent in California has given me a useful perspective on the various grammatical peculiarities and patterns of speech that cause difficulty with formal written language.
I haven't taken the GRE myself; however, I have assisted students in preparing to take the GRE while in medical school since the skills for tests such as the MCAT, SAT, ACT, PSAT, and medical licensing exams overlap to a large degree with GRE test-taking skills.
I have been an Apple computer user since I was 7 years old. As such, I have had extensive experience trouble shooting problems and implementing software solutions for education purposes. I am currently the committee officer at my school of medicine in charge of digitizing our school curriculum on an Apple platform. Additionally, I serve as the primary resource for tech related questions among my group of friends and professional acquaintances.
I took the MCAT in 2009 and scored 38R. I have successfully completed my medical degree, and during my time in medical school I have tutored and provided advice to several students as they prepared to take the MCAT.
I was given a grade of "Honors" in my yearlong medical microbiology course as part of my medical doctorate training. Microbiology can be difficult because it requires learning of a new vocabulary and is very memorization heavy. In tutoring microbiology, I assist my students in developing optimal memorization techniques while using my background to explain and add context to the information being learned.
I have taken college courses in Excel, making A's in each course, and I have used Excel extensively as a tool for medical and basic science research.
I have taken college-level courses on Microsoft PowerPoint, and I have used the software extensively in medical and basic science research.
I have taken college-level courses on Microsoft Word, and I have used the software on an almost daily basis during college and medical school.
During my medical school training, I have taken multiple biochemistry, nutrition, preventative medicine, and public health policy courses on nutrition.
I have a B.S. in Biochemistry, and as part of my college courses, I took two semesters of organic chemistry and a third semester of advanced organic chemistry, making A's in each course. Additionally, I made a score of 12 on the biology/organic chemistry section of the MCAT and a score of 98th percentile on the standardized American Chemistry Society standardized organic chemistry examination.
I am a medical doctor (class of 2014), and as part of medical school curriculum, I have taken a full year of classroom pharmacology courses plus two years of hands-on application treating patients during rotations in the 3rd and 4th year of medical school.
My experience in college-level Physics, Chemistry, and Physical Chemistry courses has made me well-equiped to teach and explain the concepts of physical science.
As part of my B.S. Biochemistry, I took trigonometry/algebra-based physics, scoring A's in both semesters. I was given the "Freshman Physics Student of the Year" award for my excellent performance in this course.
I have taken a full year of medical physiology, receiving a score of honors and the "Medical Physiology with Distinction Appellation," which is given to students in the upper 15th percentile of the course.
While in medical school, I have been a go-to editor for classmates in need of manuscript revision and editing. I have also written, revised, and edited several manuscripts of my own for publication.
I was a National Merit Finalist Competition winner in 2006 with an overall score of 219 and a perfect score in the PSAT writing section. In my junior year of high school, I spent over 200 hours of individual study in preparation for the exam after scoring a 207 as a sophomore student. Additionally, my school sent me to a PSAT training course where I improved my preparation methods and test strategy.
I have taken college-level general psychology and human development, making A's in each course. In medical school, I took courses in Fundamentals of Human Behavior and Psychopathology. I have also spent six weeks working with child, adolescent, and adult psychiatric patients as part of my medical school clerkships.
In addition to teaching fundamentals of fluency, comprehension, and reading speed, I focus on inspiring a love of reading in my students. The benefits of reading for pleasure have a ripple effect on educational success since in nearly every discipline, academic success is closely tied to reading skill. From standardized tests to writing skills to self-study skills, each of these activities benefits immensely from an ability to read quickly and with good comprehension.
I achieved a score of 710/800 on the SAT Math section in 2008. I did not study exclusively for this exam since my college scholarship was based exclusively on my PSAT National Merit Finalist performance, so I attribute my score on this subsection largely to my PSAT prep work.
I achieved a score of 720/800 on the SAT verbal section in 2008. I did not study exclusively for this exam since my college scholarship was based exclusively on my PSAT National Merit Finalist performance, so I attribute my score on this subsection largely to my PSAT prep work.
I achieved a score of 720/800 on the SAT verbal section and an overall score of 1430/1600. I attribute my success largely to my previous study for the PSAT National Merit Finalist Competition since I did not devote dedicated study time to SAT preparation given that my college scholarship was based exclusively on my PSAT score.
I played varsity soccer in high school. I subsequently played soccer regularly in college. For the first three years of medical school, I played soccer 3 days per week, and in my 4th year of medical school I have played 5 soccer games per week on average. I also have played several seasons of futsal and indoor soccer. I have coached several of my own teams and also assisted in coaching a team of 7 and 8 year olds.
I have made A's in every class through high school (5/5 on 5 AP courses), college (B.S. Biochemistry), and medical school (except 1 course). I attribute much of my success to rigorous study methods. I have performed interviews with the top students in medical school classes in the two years ahead of me and combined their study methods and my own to create "how-to" guides for medical students. Additionally, I have actively used digital, mobile, and tablet interfaces for studying since 2008.
I have been a certified water safety instructor for 10 years. I taught swim lessons and coached the dive/swim team at the Birmingham Levite Jewish Community Center for 5 years. Additionally, I have 10 years of certified lifeguard experience. I am First Aid, CPR, ACLS, and BLS certified.
I made high A's in my high school trigonometry coursework and subsequently took trigonometry/algebra based physics in college, giving me an excellent perspective on the practical applications of trigonometry.
I played trumpet in concert, symphonic, and marching bands in high school. I also took private lessons from Dr. Sargent, a professor of trumpet performance at Samford University. I subsequently played trumpet in the symphony orchestra and concert band at my university where I also took lessons.
I have read extensively as part of my educational pursuits and for personal interest. This has developed my vocabulary greatly beyond that of my own personal experience.
Most of my writing experience is in the non-fiction, scientific genre. I have written peer-reviewed book chapters and journal articles while in medical school. I am highly proficient in the use of digital reference/citation managers, a skill that is invaluable in modern scientific writing.