Learning is a whole-person process: one that depends not just on knowledge, but on a student’s internal state, self-perception, and openness to their own potential. As a statistician with a PhD in Biostatistics (USC) and more than twelve years of experience in behavioral health, coaching, and social work (MSW, CSULA), I bring a unique, integrative approach to teaching. I understand that learning rarely follows a straight line. It’s often a recursive, nonlinear journey that requires active...
Learning is a whole-person process: one that depends not just on knowledge, but on a student’s internal state, self-perception, and openness to their own potential. As a statistician with a PhD in Biostatistics (USC) and more than twelve years of experience in behavioral health, coaching, and social work (MSW, CSULA), I bring a unique, integrative approach to teaching. I understand that learning rarely follows a straight line. It’s often a recursive, nonlinear journey that requires active listening, targeted fundamentals, and a flexible approach that balances immediate needs with long-term goals.
While at USC, I served as a graduate teaching assistant for a diverse range of undergraduate and graduate courses. These courses included: Principles of Biostatistics, Linear Regression, Generalized Linear Models, Machine Learning for Health Sciences, and Statistical Computing. I delivered weekly lab lectures and provided individualized mentoring during office hours. Prior to USC, I also tutored K–12 students in math and essay writing and specialized in providing services that supported neurodivergent learners with atypical cognitive profiles or learning needs. As someone who is hard-of-hearing with auditory processing differences, I recognize that neurological and sensory divergences often accompany fresh intellectual potential and new ways of seeing.
I am especially well-suited to support students of any age who experience math anxiety or self-doubt. Like many, I did not begin my academic path with a belief in my “natural aptitude” for statistics or probability. It was only through practice, curiosity, and a shift in mindset that I came to realize my love for these topics. That’s the insight I bring to my tutoring sessions: that students don’t need to be “naturals.” Instead, they need structure, encouragement, and the freedom to develop confidence and interest. Whether working on algebra, statistical modeling, or thesis writing, my goal is not just to help students learn. I want them to thrive.
