University of California, San Diego (Chemistry)
University of California, San Diego (Master's)
I discovered my preference for teaching and helping those that struggle with understanding concepts during my graduate work. I have a passion for learning and for learning the most effective routes for concept building. This is the basis of how I structure my tutoring sessions regardless of subject. I believe that conceptual understanding followed by appropriate application of learned tools for maneuvering within the concept is the key to learning and internalizing a subject as opposed to rote or temporary memorization information.
I have 3 AA degrees from Palomar College (Music, Liberal arts and Sciences, and General Studies with an Emphasis in Arts and Humanities), a Bachelors of Science in Chemistry from UCSD, and a Masters of Science in Chemistry from UCSD. I have worked as a Teacher's Assistant for undergraduates at UCSD for 2 years, been a private tutor on and off for 10+ years, and have previously taught music and voice to young children. I am also bilingual in Spanish, raised in Peru, with parents fluent in Spanish and English. I played volleyball through community college, and play recreationally, and I sing with an auditioned based community choir, the La Jolla Symphony and Chorus.
I specialize in Chemistry, including organic, inorganic, physical, and analytical, and Math, any level through Calculus. I can tutor physics, music, theory, sight singing, vocal instruction, and basic piano skills but I do not tutor these often.
I do have a 4 hr cancellation policy (in case of those "woke up sick" scenarios that having 3 nephews has taught me is entirely plausible.
I look forward to meeting you and helping you find a learning style that works for you!
A little about my academic background and tutoring style:
I have always excelled in math and science, taking AP Calculus and Chemistry. After my time at Palomar CC, I worked for a few years before deciding to return and finish my undergraduate degree. I received my Bachelor's of Science in Chemistry in 2012 from the University of California, San Diego, a competitive and highly ranked scientific research university. The coursework required for my brought me through differential equations in math, a year of physics, and included a year each of organic, physical, and inorganic chemistry. I took multiple graduate level courses in advanced chemistry subjects. I was performing atmospheric chemistry research in a lab and I obtained my Master of Science in Chemistry September of 2014.
My previous teaching experience has been described above but where I really learned teaching techniques, and how to apply them, came from my graduate degree requirements. We were required to teach as a TA for at least 1 quarter of the school years. I enjoyed it so much I taught all 10 quarters I was there (summers included). My teaching assignments were all laboratory classes so this ensured I never had a class of more than 24 students. I had approximately 6-8 hours of unsupervised time with the students while they spent 1-3 hrs a week with the professor in lecture. I have both student reviews and reviews from my supervising professors available upon request. Along with classes on how to be an effective TA and laboratory instructor (a requirement), this 2 year teaching experience really showed me where the most prevalent building blocks in logic, reasoning, basic math and science have been lost along the way for the average student. I have had to come up with many ways to teach these missing pieces or "tools" as I like to call them in an efficient manner so as not to backtrack too far while teaching my former students how to effectively apply these tools to their current studies to improve their understanding and the quality of their work.
I feel that these experiences really have shaped my core approach to tutoring. I try to identify what previous concepts are missing from the student's understanding that, when learned, will allow the student to make instant progress in their subject of choice. A strong foundation is the key to learning and mastery. I do use sample problems and sets (hw) if necessary, but for me the important thing is to explain the process visually, kinetically, orally to really tap into the students main learning style. This includes anything from setting up elaborate visual metaphors by drawing on a white board, using objects to physically set up a related situation (paperclips, pens, you name it), and having the student then recreate a similar example for me. This shows me what they do and do not yet understand about the problem posed. Then repetition of applying the new tools and concepts a few times helps deepen the neural pathways that are being learned. Once this is established then integration of the concept with previous concepts in the field can be done by talking about it and doing sample problems that utilize two completely different steps.
I feel that these techniques are much more beneficial to the student making learning more independent so as time progresses and tools and skill sets are learned tutoring becomes no longer necessary. In short, I like to teach what they do not know and the skills they need to eventually teach themselves. I consider being able to teach yourself something on of the greatest advantages a person can have in life. I discovered my preference for teaching and helping those that struggle with understanding concepts during my graduate work. I have a passion for learning and for learning the most effective routes for concept building. This is the basis of how I structure my tutoring sessions regardless of subject. I believe that conceptual understanding followed
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At UCSD I received my BS in Chemistry and my MS in Chemistry. My undergraduate coursework included thorough work in general, analytical, physical, organic, and inorganic chemistry. My graduate studies revolved specifically around analytical, physical, environmental, atmospheric and relevant organic chemistry. As part of my graduate education I was a teacher's assistant for 10 quarters where I taught general chemistry lab, organic chemistry synthesis lab, and instrumental analysis lab. I was responsible for instructing 24 students per quarter and was wholly responsible for their 6 lab instruction hours per week while they had 2-3 hours of lecture with the professor.
I have tutored in the age ranges of 10-40 in a wide variety of subjects and have previously taught children's group music classes for ages 3-10.