Hi there, I'm Brian! I graduated Summa Cum Laude in 2022 with a B.S. in Molecular and Cell Biology, along with minors in Chemistry and Psychology, and I’m now a biology PhD student. I know that might sound like a heavy mix of subjects, but I’ve always been drawn to understanding how things work—whether it's chemical reactions or the way people think and learn. Throughout my undergrad, what stuck with me more than the grades were the professors and TAs who really made learning feel exciting....
Hi there, I'm Brian! I graduated Summa Cum Laude in 2022 with a B.S. in Molecular and Cell Biology, along with minors in Chemistry and Psychology, and I’m now a biology PhD student. I know that might sound like a heavy mix of subjects, but I’ve always been drawn to understanding how things work—whether it's chemical reactions or the way people think and learn. Throughout my undergrad, what stuck with me more than the grades were the professors and TAs who really made learning feel exciting. That kind of energy is something I try to bring into every tutoring session. I don’t just want to help you get through a subject—I want to help you feel confident and maybe even a little curious about it, too.
I’ve been tutoring and teaching for about four years. I started by helping my peers with algebra and geometry in high school, but most of my experience has come during undergrad, where I tutored general chemistry and calculus, and worked as a teaching assistant for biology courses like genetics, cell biology, and cancer biology. I’ve primarily worked with college students in group settings of anywhere from four to thirty students, but I also have experience with 1-on-1 sessions. In group settings, I like to start with teaching the fundamentals and highlighting the key concepts before moving into practice problems or case-based examples. I usually wrap up by giving students time to apply what they’ve learned to more challenging problems. In one-on-one sessions, I adapt my approach to each student’s learning style—whether they prefer a lecture-based review, active problem solving, or a mix of both. More than anything, I want students to leave our sessions feeling better than when they came in, not just about the material, but about themselves and their ability to tackle tough topics.