Hi, my name is Amelia! I am a sophomore University of Maryland student studying Cell Biology and Genetics. I have a 3.7 GPA and have taken multiple high level science courses in both high school and college. My own experience as a student has taught me that I do not always understand a concept at first, and that working through practice problems and study sets helps me develop that understanding. Because of this, I understand the frustration of not getting a concept right away, and I know how...
Hi, my name is Amelia! I am a sophomore University of Maryland student studying Cell Biology and Genetics. I have a 3.7 GPA and have taken multiple high level science courses in both high school and college. My own experience as a student has taught me that I do not always understand a concept at first, and that working through practice problems and study sets helps me develop that understanding. Because of this, I understand the frustration of not getting a concept right away, and I know how rewarding it can be to work through that frustration until the material finally clicks.
While unofficial and volunteer-based, I have tutored classmates and younger students in a variety of high school and college courses for several years. The main subjects I have tutored in are biology (including cell biology, genetics, macrobiology, and ecology), environmental science, English, history (mainly US history and world history), and algebra. While none of the tutoring has been official, I have tutored in small groups and one-on-one settings with both classmates and younger students, usually from freshmen in high school to sophomores in college. My experience mainly comes from generating and working through practice problems to understand processes and concepts. I am used to students having varying learning styles and enjoy trying different study methods until the concept “clicks” for them.
Additionally, I have experience in graphic design and image creation. I am familiar with creating diagrams and images to help students visualize processes. I have mainly used such diagrams in teaching cell biology, genetics, natural selection, and organic chemistry. I believe that having a visual of the process can make it easier to understand and allow students to see the big picture and better understand the details of each process. Ultimately, my goal is not only to help students perform well on a test, but to help them genuinely understand and remember the material.
