Nicholas is an incoming college student at the University of Illinois Urbana-Champaign where he will pursue Computer Engineering. In high school, he obtained a 4.4 cumulative GPA and received 5s on numerous AP exams including Calculus BC, Physics C, Computer Science A, etc. As a recent high school student, he retains a strong understanding in foundational math courses and can relate well to students' learning experiences while having advanced knowledge of mathematics and physics extending...
Nicholas is an incoming college student at the University of Illinois Urbana-Champaign where he will pursue Computer Engineering. In high school, he obtained a 4.4 cumulative GPA and received 5s on numerous AP exams including Calculus BC, Physics C, Computer Science A, etc. As a recent high school student, he retains a strong understanding in foundational math courses and can relate well to students' learning experiences while having advanced knowledge of mathematics and physics extending through multivariable calculus and calculus-based electromagnetism.
He has experience tutoring through a multitude of methods. Firstly, he ran his high school's Peer Tutoring Program for two years, connecting struggling students with tutors and facilitating accessible one-on-one assistance. Not only was he involved in leading program outreach and tutor recruitment, but he also personally tutored several students in subjects ranging from basic algebra to calculus, accumulating hundreds of tutoring hours along the way. He also gained experience designing educational material by designing a website containing hundreds of hand-crafted practice questions for AP courses. The website received approval from numerous teachers, and was well-received at both his high school and beyond. Furthermore, he spent his summers creating curriculum for and teaching group SAT math preparation sessions on a website called "Schoolhouse." In small groups of 2–10 students, he worked with learners from around the world while also onboarding new tutors and auditing their sessions, contributing to a high standard of tutor instruction in the program.
As a tutor, Nicholas focuses on building understanding through guided practice and repetition. He believe students learn best when they take the lead in problem-solving with their tutor acting as a guide, allowing them to actively engage with problems, ask questions, and feel confident in their knowledge, an essential trait for success in any STEM course.
