Practicing Engineer with Love for Teaching in Math and Engineering

Jasmine W.
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Practicing Engineer with Love for Teaching in Math and Engineering

Jasmine W.
My approach to tutoring is simple. I am a partner as well as active mentor to the student. However the student learns, I adapt my style to his or her preferences and academic goals. For example, if the student struggles in algebra, I will tailor my lessons to focus on core concepts, provide examples to accompany each concept. Accordingly, I will work the student up such that he or she is comfortable tackling problems of greater and greater complexity.

My personal experience with tutoring has...

Civil Engineering

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Microsoft Excel,
#### Microsoft Excel

I am comfortable navigating and manipulating datasets on an Excel sheet, especially with calculations involving reference cells as well as solving using iterative and approximative functions like GOALSEEK. Moreover, through my educational and professional background, I am able to assist with more advanced data visualization features, especially with datasets containing hundreds of values. Such features include formatting major and minor axes, inserting multiple lines into one single graph, and the creation of upper and lower data limits.

Public Speaking
#### Public Speaking

I have prepared and practiced for speeches, most notably including a guest speech at a local convention. I understand the level of serious commitment and attention to detail required not only to write and rewrite spoken pieces, but to practice the delivery to perfection. It is also my focus to alleviate the mental barriers to excellent public speaking, including anxiety, lack of voice inflection, and frequent use of filler words. In this way, I desire to coach students through their speeches such that they are confident enough to recite most of their words from memory on the day of the public speaking engagement.

AutoCAD,
#### AutoCAD

My experience in AutoCAD primarily involves two dimensional design for civil/site engineeering plans. Over the last 3 years, I have gained intermediate proficiency in developing and revising engineering designs based on survey and topographic data. Such designs involve demolition, grading, drainage, pavement, utilities, erosion control, geometry, details, and land development.
In this way, I am readily able to assist engineering and non-engineering students in the understanding and applying the fundamentals of two dimensional design in CAD programs, including AutoCAD and Civil3D. Moreover, I have compiled "tips and tricks" to facilitate learning in this process, thereby enabling the student to gain "muscle memory" in applying a multitude of commands and functionalities in common CAD software programs.
Common topics I can assist with:
- Linework: Lines, polylines, arcs, splines
- Labels: Bearings and distances, line segment labels, curve segment labels
- Written exhibits: Call-outs, texts, mtexts, notes sections
- Styling: Text styles, label styles, dimension styles
- Layers: Layer control, layer management, linetype styling
- Layouts: Importing of boders, generation and positioning of viewports, viewport scales, dual viewports
- Plotting: Linetype selection, troubleshooting common plotting issues
- Quality control: Consistency in styles, ideal visual placement of elements
Please note that my assistance is restricted to academic and educational projects only.

Microsoft Excel
#### Microsoft Excel

I am comfortable navigating and manipulating datasets on an Excel sheet, especially with calculations involving reference cells as well as solving using iterative and approximative functions like GOALSEEK. Moreover, through my educational and professional background, I am able to assist with more advanced data visualization features, especially with datasets containing hundreds of values. Such features include formatting major and minor axes, inserting multiple lines into one single graph, and the creation of upper and lower data limits.

Microsoft Excel,
#### Microsoft Excel

I am comfortable navigating and manipulating datasets on an Excel sheet, especially with calculations involving reference cells as well as solving using iterative and approximative functions like GOALSEEK. Moreover, through my educational and professional background, I am able to assist with more advanced data visualization features, especially with datasets containing hundreds of values. Such features include formatting major and minor axes, inserting multiple lines into one single graph, and the creation of upper and lower data limits.

Public Speaking,
#### Public Speaking

I have prepared and practiced for speeches, most notably including a guest speech at a local convention. I understand the level of serious commitment and attention to detail required not only to write and rewrite spoken pieces, but to practice the delivery to perfection. It is also my focus to alleviate the mental barriers to excellent public speaking, including anxiety, lack of voice inflection, and frequent use of filler words. In this way, I desire to coach students through their speeches such that they are confident enough to recite most of their words from memory on the day of the public speaking engagement.

Grammar
Vocabulary,
#### Vocabulary

My expertise with vocabulary was borne out of hundreds, if not thousands, of hours spent writing, rewriting, reading, and utilizing a thesaurus, throughout my formal educaiton. I recall having to memorize hundreds of SAT vocabulary words from my 9th grade English class teacher, during which we participated in weekly essay writing and vocabulary tests to sharpen our writing and vocabulary skills. In addition to that, I also have taken 5 years of Classical Latin, and as a result have become adept at identifying basic etymology of words in the English language that are derived from Latin.

Grammar
Public Speaking,
#### Public Speaking

I have prepared and practiced for speeches, most notably including a guest speech at a local convention. I understand the level of serious commitment and attention to detail required not only to write and rewrite spoken pieces, but to practice the delivery to perfection. It is also my focus to alleviate the mental barriers to excellent public speaking, including anxiety, lack of voice inflection, and frequent use of filler words. In this way, I desire to coach students through their speeches such that they are confident enough to recite most of their words from memory on the day of the public speaking engagement.

Vocabulary,
#### Vocabulary

My expertise with vocabulary was borne out of hundreds, if not thousands, of hours spent writing, rewriting, reading, and utilizing a thesaurus, throughout my formal educaiton. I recall having to memorize hundreds of SAT vocabulary words from my 9th grade English class teacher, during which we participated in weekly essay writing and vocabulary tests to sharpen our writing and vocabulary skills. In addition to that, I also have taken 5 years of Classical Latin, and as a result have become adept at identifying basic etymology of words in the English language that are derived from Latin.

Grammar
Algebra 1,
#### Algebra 1

Having utilized Algebra 1 in essentially all of my mathematics courses in high school and college, I have developed an instinctual understanding of the "mechanics" of math. However, it was not enough for me to just understand the math for my own benefits, but rather, understand how math problems can be solved with differing methods or approaches. In this way, my style is to tailor an approach that "clicks" with the student. Moreover, because of my engineering background, I am also able to provide the student with practical applications to the algebra problems, which essentially comprise the "building blocks" of almost all mathematical applications. I am happy to excite the student with explanations and visual demonstrations of the "real world" usages of elements of algebra, especially those found in the civil and mechanical engineering fields.
Common topics I assist with:
- Equations (i.e., Linear, Quadratics, Polynomials, etc.)
- Inequalities
- Expressions (i.e., Exponents, Square Roots, Logarithms, etc.)
- Percents, Decimals, Fractions
- Systems of Equations
- Statistics & Visualization (i.e., Graphs, Charts, Stem-and-Leaf Plots, etc.)

Algebra 2,
#### Algebra 2

In my college courses, I have trained myself in the skill of generating, manipulating, and solving rational expressions that describe real-world systems. The "core" of this skill lies in algebra, and algebra is a natural progression from the core concepts of algebra 1.
In this way, I am excited to share my tips and techniques with students, regardless of their mathematics skill level. One does not necessarily need to "love" math to feel engaged and empowered to solve problems with precision. Rather, it is my role to facilitate the student's learning and mitigate any roadblocks the student may run into understanding concepts and solving problems, as I myself recall the overcoming of my personal struggles in math.
Common topics I assist with:
- Polynomial Expressions (e.g., expansion, factorization, etc.)
- Polynomial Equations (e.g., roots , end behavior, etc.)
-Complex Numbers (e.g., Multiplying Complex Expressions)
- Geometric Series
- Expressions (e.g., Rational Exponents, Radicals, Logarithms, etc.)
- Trigonometry (e.g., Unit Circle, Graphs of sin(x), cos(x), and tan(x), Trigonometry Identities, etc.)
- Rational Functions (e.g., Quadratic, Cubic, Square Root)
- Graphing of Functions (e.g., Exponential Functions, Logarithmic Functions)

Geometry,
#### Geometry

As my background is in Civil Engineering, my geometry teaching style is hands on and interactive. I like to explain how almost all concepts in geometry can be explained with visual elements, and in turn, are critical elements in a variety of fiends and subjects, from biochemistry to fluid mechanics. Moreover, I realize that many geometry students become "stuck" because they are unable to visualize the concept or figure(s), and so I train the student to visualize lines, shapes, curves, planes, and cross sections, especially in three dimensions. Finally, my teaching philosphy includes inquiring to the student what steps he or she uses in solving the problem, as these explanations provide me feedback on how I can enable the student to reach success.
Common topics I assist with:
- Areas, Surface Areas, Volumes
- Right Triangles and Trigonometry (i.e., Pythagorean Theorem, Similar Right Triangles, Law of Sines, Law of Cosines, etc.)
- Circles (i.e., Arcs, Arc Length, Tangents, etc.)
- Analytical Geometry (i.e., Coordinate Planes, Distances, Midpoints, Parallel Lines, Perpendicular Lines, etc.)
- Transformations (i.e., Rotations, Reflections, Symmetry, etc.)

SAT Math,
#### SAT Math

I have been tutoring SAT Math for several students for almost 1 year. In my experience, I have developed a distinct methodology for explaining all types of problems that appear in the Mathematics section in the SAT, from 2D geometry to probability. As such, I am able to break down all subjects to the "nuts and bolts" or essence of the problem, with applicable concepts introduced for enhanced understanding. I do not tutor for memorizaton of the steps to solve. Rather, I tutor to facilitate deep understanding of 1) The objective of the problem, 2) Relevant concepts and equations pertinent to the problem's context, and 3) The "game plan" or procedure of solving the problem, with alternative methods and "tips and tricks" discussed as well. With this process repeated consistenly over several weeks, it becomes natural for the student to begin to solve problems with confidence, accuracy, and agility. This, in a nutshell, is my philosphy behind tutoring for SAT Mathematics.

Chemistry
Algebra 1,
#### Algebra 1

Having utilized Algebra 1 in essentially all of my mathematics courses in high school and college, I have developed an instinctual understanding of the "mechanics" of math. However, it was not enough for me to just understand the math for my own benefits, but rather, understand how math problems can be solved with differing methods or approaches. In this way, my style is to tailor an approach that "clicks" with the student. Moreover, because of my engineering background, I am also able to provide the student with practical applications to the algebra problems, which essentially comprise the "building blocks" of almost all mathematical applications. I am happy to excite the student with explanations and visual demonstrations of the "real world" usages of elements of algebra, especially those found in the civil and mechanical engineering fields.
Common topics I assist with:
- Equations (i.e., Linear, Quadratics, Polynomials, etc.)
- Inequalities
- Expressions (i.e., Exponents, Square Roots, Logarithms, etc.)
- Percents, Decimals, Fractions
- Systems of Equations
- Statistics & Visualization (i.e., Graphs, Charts, Stem-and-Leaf Plots, etc.)

Algebra 2,
#### Algebra 2

In my college courses, I have trained myself in the skill of generating, manipulating, and solving rational expressions that describe real-world systems. The "core" of this skill lies in algebra, and algebra is a natural progression from the core concepts of algebra 1.
In this way, I am excited to share my tips and techniques with students, regardless of their mathematics skill level. One does not necessarily need to "love" math to feel engaged and empowered to solve problems with precision. Rather, it is my role to facilitate the student's learning and mitigate any roadblocks the student may run into understanding concepts and solving problems, as I myself recall the overcoming of my personal struggles in math.
Common topics I assist with:
- Polynomial Expressions (e.g., expansion, factorization, etc.)
- Polynomial Equations (e.g., roots , end behavior, etc.)
-Complex Numbers (e.g., Multiplying Complex Expressions)
- Geometric Series
- Expressions (e.g., Rational Exponents, Radicals, Logarithms, etc.)
- Trigonometry (e.g., Unit Circle, Graphs of sin(x), cos(x), and tan(x), Trigonometry Identities, etc.)
- Rational Functions (e.g., Quadratic, Cubic, Square Root)
- Graphing of Functions (e.g., Exponential Functions, Logarithmic Functions)

Civil Engineering,
#### Civil Engineering

My undergraduate degree is in Civil Engineering (CE) from an ABET accredited university, with a concentration in Water Resources/Environmental Engineering. Recently earned my Engineer in Training (E.I.T.) license in the State of Florida. Proessionally, I have been working as a full-time junior Civil Engineer, more specifically in land development and surface drainage, for nearly one year.
My strongest courses in CE include Statics, Water Resources Engineering, Hydraulics, Fluid Mechanics, Environmental Engineering, Water Quality/Treatment, and Transportation Engineering. I am also strong in chemistry related courses including Materials Engineering and Engineering Geology.
I have solved hundreds of engineering problems as a student and continue to practice this skill now as a working professinal. Through this iterative process, I have developed the necessary approach required not only to solve the problem, but to "frame" the problem with the applicable concepts and assumptions. No memorization is necessary here; instead, my method involves "training" the brain to be ready to "attack" any engineering problem or question in front of you.
I am confident in teaching you how theoretical concepts and system-based
thinking are extremely useful in sharpening your comprehension of the subject and ability to problem solve accurately and efficiently. I will also be happy to share academic "tips and tricks" along the way to assist in your engineering journey and overall career.

Geometry,
#### Geometry

As my background is in Civil Engineering, my geometry teaching style is hands on and interactive. I like to explain how almost all concepts in geometry can be explained with visual elements, and in turn, are critical elements in a variety of fiends and subjects, from biochemistry to fluid mechanics. Moreover, I realize that many geometry students become "stuck" because they are unable to visualize the concept or figure(s), and so I train the student to visualize lines, shapes, curves, planes, and cross sections, especially in three dimensions. Finally, my teaching philosphy includes inquiring to the student what steps he or she uses in solving the problem, as these explanations provide me feedback on how I can enable the student to reach success.
Common topics I assist with:
- Areas, Surface Areas, Volumes
- Right Triangles and Trigonometry (i.e., Pythagorean Theorem, Similar Right Triangles, Law of Sines, Law of Cosines, etc.)
- Circles (i.e., Arcs, Arc Length, Tangents, etc.)
- Analytical Geometry (i.e., Coordinate Planes, Distances, Midpoints, Parallel Lines, Perpendicular Lines, etc.)
- Transformations (i.e., Rotations, Reflections, Symmetry, etc.)

SAT Math,
#### SAT Math

I have been tutoring SAT Math for several students for almost 1 year. In my experience, I have developed a distinct methodology for explaining all types of problems that appear in the Mathematics section in the SAT, from 2D geometry to probability. As such, I am able to break down all subjects to the "nuts and bolts" or essence of the problem, with applicable concepts introduced for enhanced understanding. I do not tutor for memorizaton of the steps to solve. Rather, I tutor to facilitate deep understanding of 1) The objective of the problem, 2) Relevant concepts and equations pertinent to the problem's context, and 3) The "game plan" or procedure of solving the problem, with alternative methods and "tips and tricks" discussed as well. With this process repeated consistenly over several weeks, it becomes natural for the student to begin to solve problems with confidence, accuracy, and agility. This, in a nutshell, is my philosphy behind tutoring for SAT Mathematics.

Trigonometry
#### Trigonometry

Having been an engineering student, I have applied my rudimentary knowledge of trignometry primarily via visual models. These models include force diagrams, pipe networks, and hydraulic gates. As such, I was required to utilize knowledge of trigonometry to solve for terms in these practical engineering applications. Accordingly, my trignometry knowledge has remained sharp, as I am easily able to recall basic trigonometric principles identities as well as how to derive them when needed.
Whether the student is in middle school, high school, or college, I match my teaching style to the student's preferences and learning goals. In this way, I am focused on supporting the student's success in understanding and applying trigonometry principles accurately.

Algebra 1,
#### Algebra 1

Having utilized Algebra 1 in essentially all of my mathematics courses in high school and college, I have developed an instinctual understanding of the "mechanics" of math. However, it was not enough for me to just understand the math for my own benefits, but rather, understand how math problems can be solved with differing methods or approaches. In this way, my style is to tailor an approach that "clicks" with the student. Moreover, because of my engineering background, I am also able to provide the student with practical applications to the algebra problems, which essentially comprise the "building blocks" of almost all mathematical applications. I am happy to excite the student with explanations and visual demonstrations of the "real world" usages of elements of algebra, especially those found in the civil and mechanical engineering fields.
Common topics I assist with:
- Equations (i.e., Linear, Quadratics, Polynomials, etc.)
- Inequalities
- Expressions (i.e., Exponents, Square Roots, Logarithms, etc.)
- Percents, Decimals, Fractions
- Systems of Equations
- Statistics & Visualization (i.e., Graphs, Charts, Stem-and-Leaf Plots, etc.)

Algebra 2,
#### Algebra 2

In my college courses, I have trained myself in the skill of generating, manipulating, and solving rational expressions that describe real-world systems. The "core" of this skill lies in algebra, and algebra is a natural progression from the core concepts of algebra 1.
In this way, I am excited to share my tips and techniques with students, regardless of their mathematics skill level. One does not necessarily need to "love" math to feel engaged and empowered to solve problems with precision. Rather, it is my role to facilitate the student's learning and mitigate any roadblocks the student may run into understanding concepts and solving problems, as I myself recall the overcoming of my personal struggles in math.
Common topics I assist with:
- Polynomial Expressions (e.g., expansion, factorization, etc.)
- Polynomial Equations (e.g., roots , end behavior, etc.)
-Complex Numbers (e.g., Multiplying Complex Expressions)
- Geometric Series
- Expressions (e.g., Rational Exponents, Radicals, Logarithms, etc.)
- Trigonometry (e.g., Unit Circle, Graphs of sin(x), cos(x), and tan(x), Trigonometry Identities, etc.)
- Rational Functions (e.g., Quadratic, Cubic, Square Root)
- Graphing of Functions (e.g., Exponential Functions, Logarithmic Functions)

Geometry,
#### Geometry

As my background is in Civil Engineering, my geometry teaching style is hands on and interactive. I like to explain how almost all concepts in geometry can be explained with visual elements, and in turn, are critical elements in a variety of fiends and subjects, from biochemistry to fluid mechanics. Moreover, I realize that many geometry students become "stuck" because they are unable to visualize the concept or figure(s), and so I train the student to visualize lines, shapes, curves, planes, and cross sections, especially in three dimensions. Finally, my teaching philosphy includes inquiring to the student what steps he or she uses in solving the problem, as these explanations provide me feedback on how I can enable the student to reach success.
Common topics I assist with:
- Areas, Surface Areas, Volumes
- Right Triangles and Trigonometry (i.e., Pythagorean Theorem, Similar Right Triangles, Law of Sines, Law of Cosines, etc.)
- Circles (i.e., Arcs, Arc Length, Tangents, etc.)
- Analytical Geometry (i.e., Coordinate Planes, Distances, Midpoints, Parallel Lines, Perpendicular Lines, etc.)
- Transformations (i.e., Rotations, Reflections, Symmetry, etc.)

Chemistry
Civil Engineering,
#### Civil Engineering

My undergraduate degree is in Civil Engineering (CE) from an ABET accredited university, with a concentration in Water Resources/Environmental Engineering. Recently earned my Engineer in Training (E.I.T.) license in the State of Florida. Proessionally, I have been working as a full-time junior Civil Engineer, more specifically in land development and surface drainage, for nearly one year.
My strongest courses in CE include Statics, Water Resources Engineering, Hydraulics, Fluid Mechanics, Environmental Engineering, Water Quality/Treatment, and Transportation Engineering. I am also strong in chemistry related courses including Materials Engineering and Engineering Geology.
I have solved hundreds of engineering problems as a student and continue to practice this skill now as a working professinal. Through this iterative process, I have developed the necessary approach required not only to solve the problem, but to "frame" the problem with the applicable concepts and assumptions. No memorization is necessary here; instead, my method involves "training" the brain to be ready to "attack" any engineering problem or question in front of you.
I am confident in teaching you how theoretical concepts and system-based
thinking are extremely useful in sharpening your comprehension of the subject and ability to problem solve accurately and efficiently. I will also be happy to share academic "tips and tricks" along the way to assist in your engineering journey and overall career.

Chemistry
SAT Math,
#### SAT Math

I have been tutoring SAT Math for several students for almost 1 year. In my experience, I have developed a distinct methodology for explaining all types of problems that appear in the Mathematics section in the SAT, from 2D geometry to probability. As such, I am able to break down all subjects to the "nuts and bolts" or essence of the problem, with applicable concepts introduced for enhanced understanding. I do not tutor for memorizaton of the steps to solve. Rather, I tutor to facilitate deep understanding of 1) The objective of the problem, 2) Relevant concepts and equations pertinent to the problem's context, and 3) The "game plan" or procedure of solving the problem, with alternative methods and "tips and tricks" discussed as well. With this process repeated consistenly over several weeks, it becomes natural for the student to begin to solve problems with confidence, accuracy, and agility. This, in a nutshell, is my philosphy behind tutoring for SAT Mathematics.

Chemistry
SAT Math
#### SAT Math

I have been tutoring SAT Math for several students for almost 1 year. In my experience, I have developed a distinct methodology for explaining all types of problems that appear in the Mathematics section in the SAT, from 2D geometry to probability. As such, I am able to break down all subjects to the "nuts and bolts" or essence of the problem, with applicable concepts introduced for enhanced understanding. I do not tutor for memorizaton of the steps to solve. Rather, I tutor to facilitate deep understanding of 1) The objective of the problem, 2) Relevant concepts and equations pertinent to the problem's context, and 3) The "game plan" or procedure of solving the problem, with alternative methods and "tips and tricks" discussed as well. With this process repeated consistenly over several weeks, it becomes natural for the student to begin to solve problems with confidence, accuracy, and agility. This, in a nutshell, is my philosphy behind tutoring for SAT Mathematics.

Jasmine has provided examples of their subject expertise by answering **1 question** submitted by students on Wyzant’s Ask an Expert.

## Great teacher

Jasmine is great and professional. She helped me with my model brainstorming. for sure I will have another session with Jasmine. Thank you Jasmine for your help.

Mahmoud, 1 lesson with Jasmine

## Great Teacher, knowledgeable

Jasmine was great in explaining the problem solution. she answered all of my questions. I would repeat the experience and have another session with here next time. Thanks Jasmine.

Mohammed, 2 lessons with Jasmine

## Great Teacher, knowledgeable

Jasmine was great in explaining the problem solution. she answered all of my questions. I would repeat the experience and have another session with here next time. Thanks Jasmine.

Mohammed, 2 lessons with Jasmine

## knowledgeable and patient tutor

Jasmine is great at meeting you where you at where your experience/knowledge level is and bringing you up from there. Jasmine helped me with my project and taught me new skills that I can use in my life after my project. Thank you Jasmine!

Gryfen, 3 lessons with Jasmine