University of Texas, Arlington (Biochemistry)
University of California, Los Angeles (PhD)
The best part of tutoring is being able to witness your student's progress while imparting enthusiasm for a given subject. I love science and math, and it excites me to help someone else love them too. I understand that science and math are not always intuitive, but I believe that there are methods of teaching that are able to make the ideas more approachable to each individual.
I have been tutoring general, organic, and biochemistry since my undergraduate career in 2006. I served as a teaching assistant during my graduate career at UCLA from 2009-2014, where I also tutored organic chemistry and calculus on the side. I have helped students from all majors obtain a working knowledge of complicated subjects in chemistry and physics. My style hinges on developing critical thinking and problem-solving techniques that are crucial for success in the sciences. I like to lead my students to understanding by teaching a logical progression from question to answer. This style is what I like to compare to the saying, "Give a man a fish, feed him for a day. Teach a man to fish, feed him for a lifetime." In science there is a fair amount of memorization involved, but I try to show my students how to minimize the memorization and apply logic. The best part of tutoring is being able to witness your student's progress while imparting enthusiasm for a given subject. I love science and math, and it excites me to help someone else love them too. I understand that science and math are not always intuitive, but I believe that there are methods of teaching that are able to make the ideas more
Rate is negotiable, especially if location in Westwood (or on UCLA campus) is agreed upon beforehand.
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I began helping students understand general chemistry concepts and problem-solving techniques during my undergraduate career in 2006. While my approach is tailored to each individual student, I typically enjoy designing problems that illustrate a particular concept or fundamental idea. For about three years during my graduate career, I served as a Teaching Assistant and tutor for general chemistry courses teaching a broad range of topics. I like to help my students get the "big picture," often tying in more sophisticated concepts from upper division science courses when the concepts are relevant.
I received my Ph.D. working with a prominent organic chemist studying kinetics in chemical reactions. I routinely went beyond studying textbooks and into scientific literature to pursue the most updated knowledge in the field. I have served as a leader of several labs as a teaching assistant and as an organic chemistry tutor at the collegiate level for almost eight years. I have consistently received high marks on student evaluations for my ability to convey difficult concepts in a succinct and relatable way while persistently extending encouragement that motivates progress.