I am 25 years old, and recently completed a year-long post-baccalaureate premedical program at the University of Virginia. This intensive program, from which I earned a 3.81 GPA, included coursework in general/organic/biochemistry, biology, and physics. Prior to this, I was employed for a year as an Emergency Department Scribe at Danbury Hospital. In 2014, I graduated cum laude from Uconn with a B.A. in economics, and from 2012 to 2014 tutored Uconn student-athletes in numerous economics...
I am 25 years old, and recently completed a year-long post-baccalaureate premedical program at the University of Virginia. This intensive program, from which I earned a 3.81 GPA, included coursework in general/organic/biochemistry, biology, and physics. Prior to this, I was employed for a year as an Emergency Department Scribe at Danbury Hospital. In 2014, I graduated cum laude from Uconn with a B.A. in economics, and from 2012 to 2014 tutored Uconn student-athletes in numerous economics courses as part of the Counseling Program for Intercollegiate Athletics.
Frankly, while I am a patient and very affable tutor, I will not tolerate either a lack of effort or weak excuses when it comes to learning the material a student needs help with. I think a large reason many people struggle with science and economics is due to a fear of failure and embarrassment, leading to procrastination and self-defeating behavior. Thus, I do my best to not just explain academic concepts, but also instill a sense of confidence in my students. I have found that, at least initially, this requires pushing people to- and past- what they thought were their limits. I've known too many tutors who refuse to truly help a student, partially to satisfy the student/parent's need for comfort, and partially in an attempt to stay employed by needlessly dragging the tutoring sessions on. If you come ready to learn, I will come ready to teach. Let's do this.
