I graduated from UC Berkeley in 2002 with a BS in mechanical engineering with High Honors. I maintained top-of-class grades in all math- and physics-heavy courses in this elite academic environment, followed by elite GRE results that included perfect Quantitative and Analytical sections and an eventual offer to pursue a PhD at MIT (I later retook the GRE in 2016 and in that instance achieved perfect scores in the Quantitative and Verbal sections).
My first summer after graduation, I taught...
I graduated from UC Berkeley in 2002 with a BS in mechanical engineering with High Honors. I maintained top-of-class grades in all math- and physics-heavy courses in this elite academic environment, followed by elite GRE results that included perfect Quantitative and Analytical sections and an eventual offer to pursue a PhD at MIT (I later retook the GRE in 2016 and in that instance achieved perfect scores in the Quantitative and Verbal sections).
My first summer after graduation, I taught high school math in Algebra 1A and Remedial Math during summer school in-class sessions. I then spent the next year as a full-time science teaching assistant at the high school level, as well as a substitute teacher for the science department in which I was assisting ... and I was also a supplementary in-person private tutor. I then continued tutoring for the next year at the HS and JC levels for 15-20 hours/week.
I completed my MSc in Wind Energy Engineering in 2006 and have mostly worked since then as a full-time engineering and analysis professional for the wind energy sector. However, I took a break in 2015 in which I returned to substitute teaching and in-person tutoring at the middle- and high-school levels for most of a year, before returning to the energy sector.
In the last several months, I've been again tutoring for several hours/week at the high school level, primarily in engineering design and mathematics starting at Geometry and going more advanced from there.
My emphasis is on teaching students the derivations behind principals, concepts and equations ... giving them an emphasis on the WHY and HOW, rather than the WHAT, to achieve deeper learning. I also enjoy sharing real-world applications of concepts, and feel that they tend to benefit student motivation to put the work in to learn.