I'm currently pursuing a Bachelor of Science in Software Engineering at RIT, where I've maintained a 3.61 GPA and consistently made the Dean's List. My coursework has included engineering web-based software systems, discrete math, applied statistics, and CS theory which has given me both theoretical depth and practical experience in the subjects I teach. Over the past several years, I've worked with students across a wide age range—from middle schoolers to college peers to adults in their 50s...
I'm currently pursuing a Bachelor of Science in Software Engineering at RIT, where I've maintained a 3.61 GPA and consistently made the Dean's List. My coursework has included engineering web-based software systems, discrete math, applied statistics, and CS theory which has given me both theoretical depth and practical experience in the subjects I teach. Over the past several years, I've worked with students across a wide age range—from middle schoolers to college peers to adults in their 50s and beyond—in both one-on-one and group settings.
My teaching experience began in high school, where I tutored 9th through 11th graders in algebra and geometry. I also spent over a year at my local library teaching tech literacy to patrons—primarily seniors—in both individual sessions and group workshops covering topics like online safety and basic technology use. For about five of my years in Scouting, I taught fundamental skills to younger scouts through hands-on, practical instruction, adapting my communication style to engage different groups effectively. More recently, I've tutored college-level calculus and led informal study groups with classmates, helping peers work through challenging problems and concepts.
My teaching approach centers on understanding the "why" behind concepts, not just the "how." I start by ensuring students have a solid grasp of prerequisite topics, then move into interactive demonstrations and real-time problem-solving. I use analogies to connect new material to familiar concepts and break complex problems into manageable steps. I emphasize flexibility over rigid processes, encouraging students to find approaches that work for their thinking style. Having worked with such diverse ages and abilities, I've learned to adapt quickly to individual learning styles, whether visual, hands-on, or conceptual. What drives me is the moment when a student truly understands something; I see teaching as scientific communication, and to me there's nothing more rewarding than watching that 'click' happen.
