My name is Ethan, and I have a Master’s in Human-Computer Interaction from Georgia Tech and a Bachelor’s in Human Centered Design from the University of Washington. I have worked in teaching, tutoring, and student support roles every year since beginning college, across middle school, high school, undergraduate, and graduate-level learning environments.
My teaching experience began as an AP Calculus aide for a high school class during my freshman year of college. I then worked as a...
My name is Ethan, and I have a Master’s in Human-Computer Interaction from Georgia Tech and a Bachelor’s in Human Centered Design from the University of Washington. I have worked in teaching, tutoring, and student support roles every year since beginning college, across middle school, high school, undergraduate, and graduate-level learning environments.
My teaching experience began as an AP Calculus aide for a high school class during my freshman year of college. I then worked as a Computer Science teaching assistant from my sophomore year through my fifth year, supporting students with programming concepts, assignments, debugging, and problem-solving. After graduating, I worked as a substitute teacher for a year, including three months as a long-term Computer Science substitute responsible for instructing and grading assignments for ~100 6th–8th graders. As a substitute teacher, I primarily supported middle and high school students across core subjects such as reading, writing, math, social studies, and science. For the past two years, I have continued teaching as a Graduate TA for Computer Science courses while completing my master’s degree.
My approach is patient, encouraging, and step-by-step. Over the years, I've developed an intuition of sensing when students are stuck. When that happens, I always start by trying to break the material into smaller, step-by-step pieces to identify the specific touchpoint where I can correct their understanding. Every student has their own individual strengths, I believe students struggle because a concept hasn't been explained in a way that leverages their strengths and capabilities. My goal is to help students build confidence, understand the reasoning behind the work, and leave each session feeling more capable than when they started.
