I hold an M.A. in Psychology and a B.A. with majors in Psychology and Sociology, both from Wesleyan University. My academic and professional background combines statistics, social science, mixed-methods research, survey design, data analysis, and research writing. I can support students in introductory and applied statistics, psychology, sociology, research methods, quantitative analysis, SAS, R, and translating analytical findings into clear written explanations.
I have more than 10 years...
I hold an M.A. in Psychology and a B.A. with majors in Psychology and Sociology, both from Wesleyan University. My academic and professional background combines statistics, social science, mixed-methods research, survey design, data analysis, and research writing. I can support students in introductory and applied statistics, psychology, sociology, research methods, quantitative analysis, SAS, R, and translating analytical findings into clear written explanations.
I have more than 10 years of teaching, tutoring, and research-training experience with learners ranging from middle- and high-school students to undergraduates, graduate researchers, and working professionals. As a Visiting Instructor in Psychology at Wesleyan, I taught six sections of Applied Data Analysis, designed assignments and assessments, supervised teaching assistants, and covered topics including regression, structural equation modeling, and latent-class analysis. I previously served as a lead teaching assistant and statistical consultant, offering lectures, office hours, methodological guidance, and feedback on student research. Since 2016, I have also provided independent one-on-one and small-group instruction in statistics, SAS, R, research design, data interpretation, and academic research.
My tutoring approach is patient, structured, and responsive to each learner’s goals. I begin by identifying what the student understands, where confusion begins, and how they learn best. I then break difficult concepts into manageable steps, connect methods to practical questions, and use guided practice to build independence. I especially enjoy working with students who feel anxious or hesitant about quantitative subjects. My goal is not simply to help students complete an assignment, but to strengthen their confidence, reasoning, and ability to explain and apply what they have learned.
