I originally majored in history and minored in astrophysics at the University of California, Santa Cruz, before becoming a Visiting Scholar at the University of California, Berkeley, where I researched the history of modern astronomy. I ultimately decided to switch fields and obtained a second bachelor's degree in physics and astrophysics (double-major) at the University of Colorado at Boulder. I most recently worked on detector development (hardware) at the Space Sciences Lab associated with UC Berkeley and am now wrapping up some previous research with my group in Colorado at the Center for Astrophysics and Space Astronomy.
In addition to formal training in education gained through coursework, I have more than a decade of experience tutoring a number of levels of math and science to both groups and individuals and years of experience tutoring subjects related to the humanities. I have designed curricula for several math courses, ranging from algebra to calculus, and a number of astronomy-related courses specifically targeting younger students. I also have experience working with pre-written curricula provided to me by supervising organizations, such as Mad Science (in case you're familiar with the program).
Over the years I've worked with an extremely broad group of students, including students with various learning disabilities and certified geniuses. I am a firm believer in highly individualized instruction based around a student's particular needs and situation, and I always attempt to make the learning experience an enjoyable one!
That said, I strongly prefer to meet with students once or twice for one to two hours at a time. I often find that, if a student is struggling with a certain subject, an hour is generally not sufficient to fully explain a concept, and less than two meetings a week doesn't always allow that concept to really be absorbed by a student. I also don't like my students to burn out or feel exhausted as a result of working with me, so I almost always end my lessons after we've worked together for two hours and rarely meet with a student more than three times in a week so that they can comfortably absorb the material without unnecessary pressure, stress, and work.
My tutoring shows clear results, and my general, overarching goal is to make my students confident and independent enough to eventually proofread and correct their own work. Almost every student I've worked with for at least two months has been able to raise their grade in a course by at least two letter grades, and many of my AP students, regardless of their overall grade in the class, have been able to obtain a 4 or 5 on the associated exam. On several occasions I've helped both individuals and groups learn at least a full semester's worth of material before an exam (they all passed, even in cases where some were failing at the time), so I'm also pretty experienced with exam triage if that's your priority.
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