I’m experienced working one-on-one with high school students primarily in science and math, including AP Biology, AP Chemistry, and AP Calculus AB. I began tutoring as a sophomore in high school through a peer program at my school library. Since then, I’ve worked with students in AP, honors, and standard courses to improve their understanding of challenging material and build confidence.
I graduated from Georgetown University in 2023 with a 3.9 GPA, earning a B.S. in Biology with a...
I’m experienced working one-on-one with high school students primarily in science and math, including AP Biology, AP Chemistry, and AP Calculus AB. I began tutoring as a sophomore in high school through a peer program at my school library. Since then, I’ve worked with students in AP, honors, and standard courses to improve their understanding of challenging material and build confidence.
I graduated from Georgetown University in 2023 with a 3.9 GPA, earning a B.S. in Biology with a concentration in Molecular and Cellular Biology and Biochemistry and a minor in Spanish. I worked as a Student Academic Assistant for four semesters in the Foundations in Biology course of over 200 students, where I led lab groups of 6-8 students, held weekly office hours, and graded exams and reports. My coursework included Molecular Biology, Genetics, Biochemistry, Organic Chemistry, Physics, and Multivariate Calculus, along with humanities courses in history and philosophy. After graduating, I spent a year and a half working as a cancer research assistant, which further strengthened my understanding of complex scientific concepts and my ability to explain them clearly through monthly presentations and by training interns and PhD students.
Having taken 13 AP exams, earning eight 5s and five 4s, along with a 34 on the ACT and a 1520 on the SAT, I understand both the content and the pressure that come with these courses. In my sessions, I focus on meeting students where they are and adjusting my approach based on how they learn best. I often guide students with questions rather than simply giving answers so they can build confidence in their own problem solving skills. My goal is not only to help students improve their grades, but also to help them feel more comfortable approaching difficult material and develop study habits that will support them long term.