U.C. - Berkeley (Mol. 'n Cell Biology)
C.U. @ Boulder (PhD)
Institute for Behavioral Genetics (Boulder, CO) (Other)
As a former volunteer tutor at Springfield High School (as well as area junior high schools), I am conversant with the coursework structure and standardized assessment of Illinois (high) school students; and have firmly established that which I master the art of conveyance in, and (most importantly) that which I don't. Thusly, the student's time is assured to not be wasted due to unfamiliarity with actual, regional scholastic norms.
As a research projects mentor for many high school, undergraduate, and graduate students, I have also established my bona fides at those levels of education. When combined with my educational background [highlighted by a B.S. in Integrative Biology and Molecular & Cell Biology (double major) from U.C. Berkeley, and a Ph.D. in Molecular, Cellular, and Developmental Biology from C.U. @ Boulder], there can be little doubt that I am skilled at teaching and advising undergraduate-and-beyond students in biological science endeavors.
In addition to high school level mathematics (up to geometry), and all matters biological, I have benefited from choosing a career path that stresses skilled written or oral communication. Therefore, English language comprehension and composition are also my forte.
Assessment exams-based preparation for the entrance/ qualifying exams relevant to the subjects aforementioned is, therefore, also a skill I possess.
Tutorials may take place at the student's home; depending on the environment that best abets the student's success. My schedule is very flexible (essentially, whenever the student would be willing), when arranged with sufficient advanced notice.
Yes, $35/hour; for the first month, that is. Due to the uncertainty involved on both sides of this type of arrangement, my service rate begins low; and increases only with the student's satisfied assent and demonstrable proof of improvement.
Let's face it: learning much of anything is going to be difficult, and possibly not enjoyable, no matter the route taken; this is simply the well-established nature of cognitive neuroscience. It is my design to combine your alacrity and assiduousness with my acquired pedagogic skills in order to maximize the outcomes of all of that effort. So, let's get started..... As a former volunteer tutor at Springfield High School (as well as area junior high schools), I am conversant with the coursework structure and standardized assessment of Illinois (high) school students; and have firmly established that which I master the art of conveyance in, and (most importantly) that which I don't. Thusly, the student's time
$35/hour for the first month. Due to the uncertainty involved in this type of arrangement, my service rate begins low and increases only with student satisfaction and improvement.
Tutor and I met early in the morning. He was able to help me understand the foundation of the assignment. He was very patient and took time to learn my background in the class what I was looking to get out of the session. I'll definitely be using him again In my future masters level courses.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
Due almost-exclusively to the brilliance of my professors, I somehow managed to ace both graduate school-level biometry and quantitative behavioral genetics w/o having taken any coursework in statistics as an undergrad.; these experiences were the quintessential examples of scholarly alacrity combining with pedantic masterwork to result in maximized education. In addition to this coursework, I have published about a dozen scientific studies to date (copies available upon request); with all of them requiring statistical planning and execution that meets peer-reviewing standards.
Whilst having no professional experience as a college counselor, I have gleaned quite a bit of psycho-sociological info. in my journey through multiple degree programs at multiple institutions while communing with many, disparate students. In addition to the prudent academic counseling advice to countermeasure a desired rate of progression through a degree program with arranging for impressive performance in those courses that will affect future educational or occupational opportunities, I have become well-versed in the common non-academic issues most students face; namely, 1) homesickness and difficulty adapting to a foreign context, 2) anxiety and depression, 3) academic performance concerns, 4) trying relationships with romantic partners, 5) low or declining self-esteem, or self-confidence, 6) procrastination, difficulty getting motivated or sustaining concentration, 7) poor time management skills, 8) strained relationships with family and pre-collegiate friends, 9) career decision-making concerns, and 10) general irritability. I have also become expert in adaptive coping mechanisms for such issues, as well as learning the importance of avoiding treacherous maladaptive coping behaviors.
Additionally, considering that I entered undergraduate studies with intentions to become a clinical geriatrician yet progressed to altering my career path so as to become a gerontologist, I have a wealth of knowledge in health professions-related career decision-making that rivals, if not bests, what can be offered by one who has been officially trained as a college counselor; for, in some instances, it is more instructive to experience directly than to merely study.
Departmental names aside, the cardinal focus of my undergraduate studies was genetics; as I tried to take every upper division course with "genetics" in the name (falling one course shy, if memory serves me correctly). Additionally, my thesis work as a gradate student was on the classical and molecular genetics-based identification of a novel gene regulating longevity in the genetically tractable research model organism C. elegans (copies available upon request).
I have officially been public speaking since competing in The Annual Martin Luther King Jr. Oratorical Fest at a packed Henry J. Kaiser Convention Center in Oakland, CA when I was a third grader.
In addition to passing oral exams (inc. my dissertation defense), presenting my research progress with PowerPoint (or merely marker-&-dry erase board) to groups ranging from my laboratory to the entire Molecular, Cellular, and Developmental Biology Dept. of CU @ Boulder, and presenting posters detailing my work at numerous international scientific meetings, I have recently enjoyed explaining and justifying my gerontological research to groups ranging from middle schoolers to adults of all ages.
Therefore, I have a lengthy wealth of public speaking experience in a breadth of settings; and also have much experience training and mentoring high school, undergraduate, and graduate students in such respects (including high schoolers and undergraduates that won awards for oral PP or poster presentations at local and international science fairs/ symposia across multiple states).