I am an incoming Electrical Engineering student at Brown University and the graduating valedictorian of Newark School of Data Science and Information Technology. I have completed college-level mathematics coursework through dual enrollment, including College Algebra and Calculus I, and have also taken AP Calculus, AP Precalculus, AP Statistics, and AP Physics. I earned a 780/800 on the SAT Math section and was part of first-place teams in the Newark Math Olympics for both Algebra 2 and...
I am an incoming Electrical Engineering student at Brown University and the graduating valedictorian of Newark School of Data Science and Information Technology. I have completed college-level mathematics coursework through dual enrollment, including College Algebra and Calculus I, and have also taken AP Calculus, AP Precalculus, AP Statistics, and AP Physics. I earned a 780/800 on the SAT Math section and was part of first-place teams in the Newark Math Olympics for both Algebra 2 and Precalculus. These experiences allow me to tutor students in Elementary Math, Algebra, Geometry, Precalculus, Calculus I, SAT Math, and high school Physics, including AP Physics 1.
I have been tutoring and mentoring students since 2023. As a peer tutor and academic mentor, I have supported approximately 10 to 20 classmates in mathematics and computer science by explaining difficult concepts, helping with assignments, and preparing for exams. I also provided virtual one-on-one and small-group SAT Math tutoring to four students through Schoolhouse. In addition, my experience as a STEM facilitator involved teaching pre-kindergarten students through hands-on Lego construction, engineering activities, and beginner circuitry lessons. These experiences have taught me how to adjust my explanations for different ages, learning styles, and levels of understanding.
My approach focuses on helping students understand why a method works rather than simply memorizing steps. I adapt my explanations to the student’s current level, break difficult problems into manageable parts, and encourage students to explain their thinking so I can identify where they are getting stuck. My goal is to build both stronger subject knowledge and the problem-solving confidence students need to work through future problems independently.
