Starting in 2020 at UC Santa Cruz, I took a full year of coursework to become a UCSC-certified writing tutor for the on-campus Writing Center, which I did throughout my last year at UCSC before transferring to UC Berkeley. In addition to taking official UCSC writing tutor classes, I worked as a tutor assigned to a specific Writing 1 class; I set up and managed a regular weekly Zoom 1:1 tutoring schedule open to all 20-30-something students in the class, who were a mix of lower level writing...
Starting in 2020 at UC Santa Cruz, I took a full year of coursework to become a UCSC-certified writing tutor for the on-campus Writing Center, which I did throughout my last year at UCSC before transferring to UC Berkeley. In addition to taking official UCSC writing tutor classes, I worked as a tutor assigned to a specific Writing 1 class; I set up and managed a regular weekly Zoom 1:1 tutoring schedule open to all 20-30-something students in the class, who were a mix of lower level writing native English speakers and English as a Second Language learners. While tutoring writing, I worked at Stop AAPI Hate as a public policy intern and co-founder and co-facilitator of their virtual Youth Advocacy summer program (team of 8 high school juniors and seniors).
Education and Ethnic Studies/interdisciplinary humanities came together during my time at UC Berkeley, first while using my Spanish fluency as a Research Assistant in the Black Studies Collaboratory, then as a 1:1 Zoom tutor for refugee women with Paper Airplanes, then as a 1:1 ESL English tutor at San Quentin State Prison through UC Berkeley's Teach in Prison Program, then as a pedagogy Intern (presenting to a cohort of 25 college students) at UC Berkeley's Multicultural Community Center. All of these opportunities provided me with training on some combination of tutoring, presentation, and time-management skills as well as education on historical and pedagogical contexts relevant to the content of the work and setting within which I was teaching. They spanned a variety of in-person, virtual, and at-home independent work modes, as defined by each program.
After graduating in 2024, I decided to accept an opportunity with Teach for America. Unfortunately, teaching science to two 40-student 2nd grade classrooms in an underfunded school wasn't sustainable, so I left to pursue higher education administration work in 2025, where I have continued to work with and support students but in a more sustainable manner with a cohort of 15 college students.
