I'm a 5th-year PhD student in the Space and Planetary Science Center at the University of Arkansas with a background in physics and astronomy. I earned my Bachelor of Science in Physics with minors in Mathematics and Geology from Arkansas Tech University, where I graduated with a 3.5 GPA, and I also hold an Associate's degree in General Education. My graduate training in astrophysics and research allow me to tutor a wide range of subjects including algebra, linear algebra, calculus, physics,...
I'm a 5th-year PhD student in the Space and Planetary Science Center at the University of Arkansas with a background in physics and astronomy. I earned my Bachelor of Science in Physics with minors in Mathematics and Geology from Arkansas Tech University, where I graduated with a 3.5 GPA, and I also hold an Associate's degree in General Education. My graduate training in astrophysics and research allow me to tutor a wide range of subjects including algebra, linear algebra, calculus, physics, astronomy, astrophysics, geology, physical science, and scientific writing. I regularly apply these subjects in real research settings, so I focus on helping students understand both the theory and how it is actually used.
I have over 5 years of teaching experience at the college level. During my undergraduate program, I worked as a tutor and served as a teaching assistant for Physics I, Physics II, and Physical Science labs for 3 years. I am currently in my 5th year as a teaching assistant for a Survey of the Universe laboratory course, where I regularly help large classes of around 100 students as well as individuals during office hours and one-on-one support. I have also worked with high school students through informal tutoring, so I am comfortable adapting explanations to different age groups and backgrounds. Most of my availability is online, which allows flexible scheduling and screen-sharing problem solving.
My teaching approach focuses on identifying what a student already understands and building upward from there. Many students struggle with math anxiety or overthinking, so I break problems into smaller steps and sometimes return to the core concept before solving the question together. If something doesn't click, I explain it in a different way until it does. I use examples, guided practice, and conceptual reasoning so students gain confidence rather than memorizing procedures. My goal is not only correct answers, but helping students feel capable and motivated when approaching difficult material.
