Scientist | Helping the next generation of Scientists and Artists

India J.

Welcome! As a scientist with chemistry and public health backgrounds, I want to help students learn and develop effective study habits as they navigate courses in Science, Technology, Engineering, and Mathematics (STEM). Personally, tutoring services and supplemental materials have been critical to my academic growth. By creating visual aids and customized notes, I could better understand STEM courses on my own terms.

Following my undergraduate program, I worked as a tutor at the community college for incoming freshmen, sophomores, and non-traditional students in Howard County, located in Maryland. During that time, I helped dozens of students with assignments and questions about their STEM courses such as Calculus III to General Chemistry. Many of my students expressed aspirations to pursue STEM and non-STEM fields including nursing, medicine, engineering, and liberal arts. I was committed to assisting in their future professional goals by breaking complicated STEM topics into digestible and relatable concepts. As one of my learning metrics, I would listen to whether the student could connect the scientific rationale of the STEM processes to their own observations in the real world.

Example: During several tutoring sessions, my former students could equate the Boltzmann formula for entropy to a clean room. Theoretically, the messier room contains a higher entropy. This example illustrates an identifiable space to the principle of the Boltzmann formula for entropy. In my opinion, I feel that this explanation helped both students and parents with household chores!

Overall, tutoring offers a customized and well-structured environment for one-on-one learning for students. In this environment, the student receives the opportunity to observe, engage, question, and discover topics in a more detailed forum.

Please consider the following highlights for my tutoring style:

(1) Assess the current understanding of the student’s subject material.
(2) Identify the gaps in the student’s understanding of the subject