I earned my Bachelor of Arts degree in Philosophy (3.6 GPA) from the University of Southern California--a top 25 school, nationally--in May of 2011 and subsequently attended The State University of New York, Purchase College during the 2011-2012 academic year as a post-bachelor’s student in psychology. I have more than 3 years of tutoring experience. Since receiving my BA approximately a year and a half ago, I have tutored independently and for a wide range of tutoring and test prep companies, including WyzAnt, Club Z! In-Home Tutoring, Parliament Tutors, and Jump Start Tutoring. Prior to becoming a full-time tutor, I was also a writing consultant in the Writing Center at Pace University (New York City) for one year, as well as a peer tutor at both Fordham Preparatory School and Harbor Oaks Boarding School in Mars Hill, North Carolina.
I currently specialize in SAT/ACT verbal preparation, Latin, writing (including college admissions/scholarship essays), and English. I have helped a wide variety of individuals achieve their academic and professional goals, including Ivy League students, professional engineers, and students attending prestigious and nationally ranked high schools. I have taught elementary, high school, college, and graduate students, as well as adults.
In addition to tutoring, I am currently pursuing a PhD in psychology. I serve as a research assistant in psychology labs at both Columbia University and Purchase College.
**PLEASE SEE BELOW FOR INFORMATION ABOUT SPECIFIC SUBJECTS I TUTOR**
My Tutoring Method/Philosophy:
I always strive to instantiate the virtues of any good tutor: patience, gentleness, and concern for the student. At the same time, I try to convey the material (sometimes difficult and unexciting in the eyes of the student) through detailed yet simplistic explanations and always do my best to make use of real-world and occasionally humorous examples that the student will find appealing. My goal is never to provide a "quick-fix," however much this is what the student seeks, but to equip students with skills that survive long past our session together, to develop their critical faculties, and to prepare them to become skilled and self-sufficient in the particular area of study with which they are experiencing difficulty. I hold my students accountable and often assign work between sessions that will reinforce or supplement the material and ensure the student is genuinely progressing.
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