I am currently pursuing a Master of Arts in Statistics at Columbia University, and I hold a Bachelor of Science in Statistics and Data Science from Indiana University, where I graduated with a strong academic record across coursework including Applied Machine Learning, Linear Algebra, Calculus, and Nonparametric Statistics. My background is heavily quantitative, and I have spent the last several years working through the same math and statistics concepts many students find challenging, which...
I am currently pursuing a Master of Arts in Statistics at Columbia University, and I hold a Bachelor of Science in Statistics and Data Science from Indiana University, where I graduated with a strong academic record across coursework including Applied Machine Learning, Linear Algebra, Calculus, and Nonparametric Statistics. My background is heavily quantitative, and I have spent the last several years working through the same math and statistics concepts many students find challenging, which gives me a real understanding of where those concepts tend to click or get confusing.
While this would be my first formal tutoring role, I have consistent experience explaining complex, technical material to people who are not specialists in it. As a Quantitative Research Assistant, I regularly translate statistical modeling work into explanations that non-technical colleagues can understand and act on, and in a capstone research project I led during my undergraduate degree, I worked closely with a small team to break down a complex business problem into clear, structured steps, presenting our findings and reasoning to people with widely varying levels of technical background. That experience taught me that the way you explain something matters just as much as whether you understand it yourself, and I have gotten a lot of practice adjusting how I explain a concept depending on who I am talking to.
My approach to tutoring is to focus first on making sure a student actually understands the underlying idea, not just how to get the right answer on a specific problem, since that understanding is what carries over to the next test, the next class, or a completely different type of question. I am patient, I like breaking difficult problems down into smaller, more manageable pieces, and I genuinely enjoy the moment when a concept that felt confusing starts to make sense. I am looking forward to bringing that same care and clarity to helping students build real confidence in math and statistics.
