I have a B.S. and M.S. in Computer Engineering from Georgia Tech, where I graduated with a 3.8 GPA. During my time at Georgia Tech, I also spent three years as a teaching assistant in a programming class, working with college students and helping them understand course material, work through challenging problems, and prepare for exams. My academic background gave me a strong foundation in mathematics, physics, computer science, and engineering. After graduating, I worked as a software...
I have a B.S. and M.S. in Computer Engineering from Georgia Tech, where I graduated with a 3.8 GPA. During my time at Georgia Tech, I also spent three years as a teaching assistant in a programming class, working with college students and helping them understand course material, work through challenging problems, and prepare for exams. My academic background gave me a strong foundation in mathematics, physics, computer science, and engineering. After graduating, I worked as a software engineer at Cisco for several years, where I developed software and automation using Python and other programming languages. I am comfortable tutoring mathematics from algebra through calculus, physics, computer science, and programming, including Python, Java, and introductory data structures and algorithms.
In addition to my teaching assistant experience, I currently coach a 14U competitive travel softball team, where I work with middle-school-aged students throughout the season. Between teaching at Georgia Tech and coaching, I have experience working with both college students and younger students in different settings. These experiences have taught me to adapt my explanations to the individual student, recognize when someone is struggling with a concept, and find different ways to explain difficult material rather than simply repeating the same explanation.
My tutoring approach is centered on understanding rather than memorization. I like to break complicated problems into smaller pieces, explain the reasoning behind each step, and then have the student work through similar problems themselves. I also try to understand where a student is getting stuck so that we can address the underlying concept rather than simply solving one particular homework problem. My goal is for students to leave a session feeling more confident and able to solve similar problems independently.
