I have taught high school and college level course for over a decade. I believe that there are common themes that students posses that can impede their learning. A key element is self confidence in their ability to learn. I believe in building up a student's confidence as they learn a subject so they can retain the information and can apply it in real world scenarios.

I'm a professional environmental scientist and planner, with a broad background in geology, marine science, biology, etc.I'm dedicated to making science education accessible to all!

I recently finished my PhD in English at the University of California, where I taught undergraduate seminars English and American literature, academic writing, and American history. Before that, I completed my MA in library science at the University of Arizona, where I studied data management and information services. Most of my formal training is oriented toward university-level teaching and research, but my past work as a gymnastics coach has also given me a lot of practical experience working with young children. Even now, kids in elementary grades remain some of my very favorite students--I really enjoy writing joke books and short stories with them, as well as playing math games like Multiplication War and Fraction Dominos. Students with disabilities are particularly important to me, and I try to stay up to date on the best practices for working with them because I've seen firsthand the ways in which minor accommodations can engender significant improvements in learning outcomes. Regardless of my students' ages and abilities, I enjoy helping all of them develop productive study habits and work practices that complement their personal needs and learning styles.

I was a California 5th grade, long-term substitute teacher for the 2014-2015 school year in an elementary school where I taught the core subjects of Math, English, Science and History. I worked at a bi-lingual school, so, I am able to communicate on an intermediate level in Spanish. I am currently residing in the greater Chicago area because I am serving as an AmeriCorps VISTA at Youth Build, where I am the Bridge to College Specialist. I have experience working with Elementary through High School aged students. I received my undergraduate degree from the University of California Santa Barbara in Environmental Science and Anthropology. Throughout college I played on a soccer team and I danced with the dance majors ( I adore dance!). My first passion in school was studio art, therefore, I have experience in drawing, painting and ceramics. I would love to hear from any student who has any further questions and thinks I may be the perfect fit. As a teacher at heart, I hope that together we can work together to make you the most successful student possible!

My mission is to help you increase your Chemistry grades by taking you step by step through the chemistry concepts and problems.

I graduated this year from the University of California Santa Barbara with a B.A. in Philosophy with honors distinction and a minor in German. I was awarded the Ralph W. Church undergraduate fellowship for academic merit and promise in Philosophy. My primary interests are logic and philosophy of science, metaphysics, and metaphilosophy.I am planning to pursue a Ph.D. in Philosophy with the ultimate goal of becoming a professor.In high school, I had a passion for English and History. I completed English IB HL and IB 20th Century History.Philosophy has taught me to think and write clearly and succinctly. These skills are applicable to most academic writing, especially the type of writing required in high school level English and History as well as college application essays.I also have a strong interest in the arts. In my free time, I compose electronic music and play the piano.I am proficient in teaching beginner logic and the most common philosophical topics. I graduated at the top of my class at UCSB with a major GPA of 3.91.

I am a recent graduate from the Math Honors program at University of Tennessee, Knoxville and I will begin my PhD in Mathematics at University of California, Santa Barbara this fall. Like many students whom I've tutored, I have not always been a successful mathematics student. In fact, it wasn't until later on in my undergraduate degree that I decided to take on a mathematics major. Choosing to make mathematics a career has changed my life and been incredibly rewarding both in my professional and personal life. Besides the basic math skills needed in live, mathematics may seem irrelevant if you aren't planning to be a mathematician or engineer, but it is such an important subject because it teaches you how to think. It helps you better understand science and think critically about complex problems. I also believe that the rigor of thought which it provides can help you in your personal life by helping you discern truth from untruth, and understand when someone's logic (including your own) may not be logical at all.An important thing that I have realized is that mathematics is challenging and it requires work to achieve success. More importantly, even though mathematics can be difficult for myself, I have found that one of the keys in my success was to stop fearing mathematics and reassuring myself that I *can* do it. Part of the beauty of learning math (or any subject) is struggling and making mistakes and working your way through a problem by understanding. It is humbling to accept that it is okay to be wrong and trying to understand why you were wrong in the first place. Learning math has also built my own confidence and it has made me an independent learner. Having tutored a diverse group of students, I have learned that anyone can understand mathematical concepts to a reasonable level. I also encourage my students that it is okay (and highly recommended!) to seek help when it is needed. I too would not have achieved the same success if I had not sought assistance from my teachers and mentors. Mathematics does not always come quickly even to the most skilled students, but if you seek help, continue to practice, and are confident in your abilities, you will achieve success!My first real experience tutoring students occurred in when I took multivariable calculus and linear algebra courses during undergrad. I performed very well in these courses and I wanted to help my friends and peers achieve the same success. I began leading study sessions to review for exams and many of the students improved significantly, developing the critical reasoning skills necessary for success in mathematics. I am grateful for my desire to help my colleagues improve because this experience also helped me learn the material in more depth, and I otherwise would have never realized my potential for teaching.Since then, during my last three years at UT I was fortunate to work at the university math tutorial center, where I regularly engaged students to help them achieve success in their math courses. Providing students with a deeper understanding was incredibly rewarding and motivated me to develop new ways to build their intuition. Many students continually struggle with fundamental concepts in mathematics. I have found that one of the core causes of this issue is that rather than being challenged to think critically about mathematical problems, students instead develop methodical ways to solve the problems which rely heavily on memorization. As a tutor, I aim to help students build necessary skills to think critically about mathematical problems. My goal is to help motivate why mathematical solutions work and help students better understand how they should approach similar problems. I believe this approach to learning mathematics makes the process much less problematic---rather than feeling fearful when trying to attack problems, you begin to ask yourself "How should I think about this problem? What do I know, and how can I use this information to arrive at the conclusion?".I have experience tutoring a broad list of subjects, including:- algebra: Algebra I & II, college algebra, intermediate algebra- precalculus/trigonometry- elementary calculus: Calculus I & II, AP Calculus AB/BC- multivariable calculus: Calculus III- ordinary differential equations- elementary and abstract linear algebra- intro to proofs (set theory, induction, function theory, etc.)- abstract algebra- point-set topologyI have had the most experience tutoring elementary calculus, as this subject was highly requested at the math tutorial center at UT. I have also taken an honors sequence in real analysis, in which we study the theory behind calculus on a deeper level. Thus, I understand the fundamental concepts very well, and I can better determine the issues that students face when studying the subject. I also plan to be a teaching assistant for a calculus course at UCSB this fall, where I will be responsible for teaching recitation sections. Preparing for this job has helped me become a more skilled teacher of the subject.One of my favorite courses to tutor is linear algebra. A particular issue with this course is that many lecturers teach this with a focus on nothing more than methods of solving systems of equations but fail to help students understand the underlying theory and make connections between the different topics within the broad subject. I have many practice problems and examples on-hand to help students better understand how systems of linear equations relate to matrices acting on vector spaces. I also like to provide geometric intuition for the topic to help the subject "come to life".

I am a graduate of the University of California Santa Barbara. I received a Bachelor of Arts in Linguistics with an emphasis on Spanish. My experiences in education include tutoring students in a varied range of subjects and teaching English in China. I tutor Spanish and Math, with an immense passion for both! My passion for tutoring comes from the ability to aid a student perform as well as they want to, in the end realizing their full potential and going beyond what they expect of themselves. I firmly believe that every student has the ability to become whom ever they wish to become in their adult lives. My style of tutoring involves discovering which learning style a student is best comfortable with, and providing him or her with the appropriate techniques of learning. In my spare time I enjoy horseback riding, exercising, hiking, gaming, traveling, and looking at the night sky! I love to challenge myself in every aspect of my life and am always more than willing to help someone reach his or her full potential! I am dedicated to the empowerment of others through self-realization.

I graduated from Arizona State University within the last year with a degree in geological sciences. I love geology because it's where physics, chemistry, and math are applied to the real world. I enjoy all of these subjects, but I understand they can be hard to a lot of student without one on one help. That's where I come in. I tutor math, science, social studies, reading comprehension, and test prep so that I can bring my passion for learning to students who aren't getting the help they need in the classroom.I have experience tutoring students from 13 to college age in math and science, and I'm looking forward to expanding my subject with new students in social studies, reading, and test prep. I am particularly interested in helping high school students prepare for AP tests, many of which I have personal experience with.When I'm not working, I try to get outside! I love camping, hiking, and exploring all around our beautiful state. I also spend time reading, gardening, and cooking.

My primary experience is in education: I majored in Classics (emphasis on both Latin and Greek) and obtained two masters degrees, one in Classics and the other in philosophy. I am also a certified secondary English teacher in Florida through the online TeacherReady program. I have 5 years experience teaching ESL, entry exams (including GMAT and ACT), and humanities (history, philosophy, literature, and creative writing) at the high-school and college levels. I am also interested in writing, both academically and creatively, and languages: I am fluent in French and Mandarin Chinese and can read Latin, German, and Greek. In my ideal job I serve as a medium to help people develop their interests and ideas; at the same time, I love having the opportunity to engage in in-depth discussions, brain-storming, and critical thinking. In the future, I hope to expand my skill-set to include STEM based subjects like math or computer science.

As a passionate educator with a Ph.D. from the Center for Research and Higher Education in Anthropology in Mexico and a MA degree from the University of California, Santa Barbara, I have over 18 years of tutoring and teaching experience at the college level. I am fluent in Spanish and Portuguese and have training in teaching second languages, including English. I am familiar with accents and slang from a variety of Latin American countries as well as Spain and Portugal and I can help you learn the cultural norms that accompany speaking in a new language and culture. I will help you get started on your path toward learning a new language or discipline on day one in a way that is easy and fun! I aim to create a supportive learning environment that engages students through active learning exercises. I believe in tailoring my approach to meet each student's unique interests and strengths, helping them connect their personal experiences with the subject matter. This holistic methodology not only fosters academic success but also ignites a genuine passion for learning. Learning new things should be fun and empowering and I will make sure you have a positive experience and meet all your learning goals and more!

I am a physics major at UCSB with the primary goal of becoming a physics professor at a leading university while doing research in particle physics. My hobbies include music composition, designing board games, and learning new things in general. I also enjoy reading, adventure, travel and nature.

I am currently an undergraduate student at UC Santa Barbara working on my Bachelor's of Science degree in General Biological Sciences. After graduation I plan to expand my health care education and pursue a career as a health care professional, either as a nurse practitioner or physician's assistant. I am passionate about teaching because it has been my previous teachers who have inspired my inquisitiveness about the world around me and my excitement to learn. I now strive to pass on my knowledge to new students because I believe that education is important for a healthy, happy, and self-dependent life. As a result of my experience mentoring young children as a summer camp counselor and advising incoming freshmen at my university as an orientation advisor, I have developed a personal approach to helping others, specifically on a one-on-one basis. I teach students by working together, encouraging practice, requiring them to demonstrate what they've learned, and verbalizing positivity towards their success. I am a tutor for HSPT, ISEE, SSAT, SAT Writing, SAT Mathematics, and Algebra 1 and below. My favorite subject to tutor is math because it is a subject where you can, without ambiguity, prove that something is exact and correct. In my spare time, I enjoy playing soccer, zumba, baking, card games, and playing with pets.

I love to see people grow in their confidence with any subject. The journey there requires work & focus, but it is all worth it in the end! I love school and I love learning. I hope to share my passion with every student I encounter and I promise to do my best in helping them succeed.

My name is Katheryn Nguyen and I am a full time college student at University of Southern Californiaa. I am currently pursuing a bachelor's degree in Biochemistry in hopes of pursuing the medical field later on. The subject that I specialize in is math. During my free time, I enjoy listening to music, exercising, hiking, and spending time with my family and friends.

I am a medical student who sees the world from the perspective of a teacher. I am not satisfied with my understanding of a topic until I feel confident that I can explain the material to another person. I am excited about the opportunities to continue my education so that I can spread my knowledge to the community.

I grew up in Southern California and attended the University of California at Santa Barbara until I graduated in 2008 with a degree in history. After being told to pursue a higher degree by my adviser, Dr. Harold Marcuse, I was accepted to CSU Pomona, where I obtained my Master's in History in 2010 with a focus on the Communist Party of the United States. My interests in the Communist Party extended from my studies of Cold War history at UCSB, and drove me to understand more about the Party's involvement with specific union organizing efforts during the 1930s. My Master's thesis exposed the connection between the CPUSA and one of their agricultural unions, the United Cannery, Agricultural, Packing and Allied Workers of America (UCAPAWA) and discussed the impact the union made on agricultural unionism in an era where national labor legislation did not protect agricultural workers.My thesis was welcomed as a special presentation at the 2011 Working-Class Studies Association held in Chicago, where I received positive feedback on my use of agriculture as a field for highlighting the ongoing importance of American Communist history and its ties with the U.S. Labor Movement. Following graduation in 2010, I began to dive actively into collecting oral histories of the CPUSA with the intention of hopefully one day donating it to the special collections at the Walter Reuther Library here at Wayne State. I was advised about Wayne State by my off-campus adviser, Dr. Vicki Ruiz. Over the course of five years, I collected 14 oral histories of current and non-current members of the CPUSA, ranging from its oldest generations to its youngest. After collecting a few testimonies, I sent parts of my work to the North American Labor History Conference here at Wayne State in 2012 to emphasize my desires to expand the available sourcework on CPUSA history as well as deposit the records at the Reuther. To emphasize my point, I presented three of the collected oral histories and showed how their stories unveil a side of American Communist history unavailable in existing scholarly works. I presented again at the NALHC in 2013 to show how quick I had expanded the amount of oral histories.Currently I am working in the PhD Program at Wayne to utilize my collected oral histories as a means for writing a generational history of the Communist Party in the United States and thus a narrative history of American Communism through the eyes of American Communists. This stands in contrast to existing narratives, which use FBI files and internal Party documents to craft the Party's overall meaning and history. This approach, while useful in understanding the political dimensions of American Communism, does little to show the history of American Communists as people. I am applying for the Graduate Professional Scholarship because it is one of the primary ways for me to continue this project and complete my degree. My oral history project alone has required me to seek out funding to support its ongoing development. The Graduate Professional Scholarship would ensure that whatever funding I have available can be put towards advancing the amount of research done, and ultimately lead to a better overall contribution to the historical record.

Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.Teaching Philosophy and ApproachI know that psychology is a fascinating science, and my goal for teaching is to seek the motivations (hidden or not) within students that they believe the same. It is satisfying hearing students express an appreciation for a given topic of study that they did not know they had: a previous research assistant in my lab at UCSB came to work there for this exact reason. To locate these motivations, I believe in four crucial pedagogical principles: appreciation for the scientific method, critical thinking, active learning, and humor.Appreciation for the Scientific Method. My approach to teaching stems from the scientific community, where the body of knowledge is constantly changing. I want students to leave my classes with the knowledge of the basic tenets of the scientific method and the understanding and appreciation that psychological science is rooted in rigorous methods and quantitative analysis, and that psychology is much more than what is typically known. This helps students to be better consumers of science and better analyzers of various psychological claims in popular media. This latter point has been a welcome addition to my classes, where examples include popular news headlines or public service announcement videos. In my evaluations, students consistently comment on my ability to ground each topic in the real world.Critical Thinking. Critical thinking is crucial for any novice scientist and the task of the instructor is to create an environment that engenders critical assessment. Students must actively pursue deeper understanding and knowledge of any given topic, and not rely solely on the authority of the instructor. In my Experimental Psychology (methods) courses, I have incorporated laboratory report writing. Students replicate a classic study and analyze their own data, then describe the theory, method, results, and conclusions in an APA paper. Student evaluations have consistently pointed to this exercise as challenging, but rewarding and effective. In my Health Psychology courses, I adopted a set of small assignments focused on students’ own health behaviors that uses the framework of the Transtheoretical Model of Behavior Change; this assignment delivers an esoteric theory into practical application for the students. Comments by students have suggested it is refreshing to actively engage in the material. As another example of critical assessment, I had students in my Social Cognition course analyze a recent popular Hollywood film that explored artificial intelligence (AI). They discussed and analyzed the human-human interactions and the human-AI interactions using course concepts. The students made excellent and thoughtful replies to these prompts, and I plan to use this film assignment again if given the opportunity.Active Learning. For learning to transfer beyond the context and situation of the course itself, I strive for an environment and assessments that promote active engagement with the material. This shapes the cognitions of the learner to be more generative. This principle is connected to the principle of appreciation for the scientific method, as it is grounded in recent educational research. The health behavior change assignment I described above is one example of this principle in action. Notably, I am currently utilizing an experiential learning project for my Introductory Psychology courses, whereby students volunteer in the community, review films, evaluate their strengths, and review psychology media articles individually and in groups to understand and incorporate basic psychological principles in their daily lives. They then share these experiences online through social media. In my current Cognition course, I am using an interactive laboratory component called CogLab, which immerses students in classic cognitive psychology studies to show them how their thoughts translate to behavior and how scientists measure these phenomena.Humor. Research has shown that humor improves memory. I aim to create an atmosphere of lightheartedness, engagement, and alertness by using targeted humor throughout learning activities and lectures. My humor is perhaps the most frequent comment I receive when students evaluate my classes—a great indication that the method is working. My use of humor not only makes the class environment less tense, but typically makes otherwise dry material worth a listen. I typically receive comments that reflect my energy and enthusiasm for the material, citing that the class is entertaining.Teaching Experience and Mentoring RelationshipsAs an instructor, I have taught at a small liberal arts college, a large private university, and a large regional public university. Each of these institutions presented their respective challenges. At Mount Mary University, an all-women’s undergraduate liberal arts institution, I have taught several sections of Introductory Psychology (approx. 25 students per section) and a section of Health Psychology (20 students). At Marquette University, I have taught a section of Cognition (50 students) and a section of Social Psychology (50 students). At the University of California, Santa Barbara, I taught Experimental Psychology (4x, class sizes approx. 65 students), Health Psychology (3x, including a 330-student Winter quarter lecture), Social Cognition (once, approx. 150 students), and Advanced Research Methods Lab (once, 25 students). Additional teaching experiences as a teaching assistant (TA) include Human Memory, Introductory Statistics, and Lab in Human Memory and Cognition. In each course, I incorporate my philosophy, regardless of the course’s content. I value my experiences as a TA and they are complementary to my instructor experiences.I have successfully taught undergraduates at all levels and for majors and non-majors. The students in my classes have been extremely diverse (culturally, socioeconomically, and crucially, college preparedness); these experiences, coupled with my experiences and training at California State University, Northridge (a nationally-recognized minority-serving institution), have been rewarding and exciting. I understand and am sensitive to the needs of a diverse student population. This immersion in diverse and minority populations has shaped my approach to teaching and my focus on active learning, which has the potential to bridge preparedness gaps.At UCSB, I received a Certificate in College and University Teaching (CCUT), an interdisciplinary program designed to increase competency in college-level teaching. Students complete an extensive portfolio, reflecting on multiple years of training. I participated in additional training opportunities that included a blended training program (online and face-to-face), designed to support new instructors in planning and conducting their courses. I later served as a peer-facilitator of this program. I have participated in and conducted workshops in practical teaching issues and the use of technology in the classroom. Last, I participated in curriculum issues at UCSB, serving on my department’s Graduate Affairs committee, and on a campus-wide Program Review Panel, where I assisted senior faculty with the evaluation of degree programs on campus, which included suggesting changes to graduate and undergraduate curricula.Along with teaching, I am equally passionate about mentoring students in research. I have mentored eight undergraduate research assistants, one honors thesis student, and one high school student advisee. I value the relationships I develop and aim to make them personal teaching experiences. I seek out qualified assistants and those with a drive to learn more about the research process and psychological science, and I endeavor to invite students from underrepresented and minority groups to join the lab. These students have excelled in their research roles: one recent project was presented at a conference and I have integrated it into my future research program. The honors thesis was invited for publication in a university journal. Two of the projects received funding and the students presented their ideas at an undergraduate research colloquium. My first assistant at UCSB, a first-generation college student, was inspired by my passion for teaching, completing a service commitment for Teach for America and remaining in low-income child education. These experiences demonstrate that with the right tutelage, undergraduate involvement in research can be more rewarding than merely reading about the final research product.

I am a sophomore at UC-Santa Barbara majoring in computer science and statistics. Growing up, I always loved math and science, and I've always wanted to share that love with other people around me. While in high school, I led a Python class at a computer camp and tutored many middle school and high school students in a wide range of subjects.I believe people learn best when they are engaged, so I prefer a balanced mixture of probing questions combined with straightforward lecturing. Furthermore,having watched thousands of hours of educational Youtube (e.g. TED-Ed, Schishow, 3Blue1Brown), I can often approach conventional topics in unconventional ways, illuminating hidden connections to strengthen knowledge retention.

Let's learn together!

I am a person who takes pride in helping others achieve their educational goal. I am an extremely talented and focused person with excellent GPA. I graduated from UCSB in biology and earned excellent grades. With me rest assured that all your academic difficulties will be solved.

I am currently pursuing my Bachelor's Degree in Biology from the University of California, Santa Barbara. I plan to graduate with this degree in June of 2016. I have worked for a few years previously as a private tutor back in my home town. I tutor mostly high school subjects. I am able to tutor in high school chemistry, biology, and US history. I am also able to tutor Biology and US History at the AP level, and the SAT II Biology E/M exam. I am also able to tutor the Math and Science portions of the SAT. My favorite subjects to teach would be the ACT science portion, as well as US History.My tutoring style involves a lot of preparation work as well as review. I believe that the best way for students to learn, and it has helped me as well, is to constantly practice questions in whatever subject they may be studying. This is especially true for science and math subjects. Cramming simply does not work in getting the material to stick with the student. The point of learning is to allow the recollection of material over a medium to long period of time. Cramming only works for the short term, and is not favorable to learning the material well.My hobbies include reading speculative fiction, biking, and music. I have played the viola for the better part of a decade, and enjoy playing in quartets. I also very much enjoy travelling to places out of the country, and learning about other places' heritage.I very much look forward to working with you.

I am a former third grade teacher, and current stay-at-home mother to my little son. I love my profession and helping students find ways to build their confidence and ability in the classroom. I look forward to meeting and working with your wonderful child!

I was born and raised in Orange County. I went to UCSB but then moved back to Orange County to be near my family. After working in accounting and finance for a few years, I went back to school to get my masters and credential in teaching. I now teach high school math and truly love my job!

I studied at the University of California Santa Barbara where I earned a bachelors degree in chemical engineering and a masters degree in materials science. I have worked professionally in the Orlando area for the last 4 years. My last job involved conducting research in labs on the UCF campus, so I am very familiar with the surrounding area.I have always loved learning about math and science and I enjoy sharing that passion with others! My tutoring and coaching experience includes coaching local middle school and high school students on a FIRST robotics team, working as a teaching assistant in university level robotics and mechanical engineering design courses and volunteering as an engineering tutor for the Tau Beta Pi tutoring center at UCSB.I am also currently developing an after school program that teaches students basic Science Technology Engineering Arts and Math skills through wearable technology and fashion technology focused kits, tutorials and learning materials. So I am also available to answer basic questions about getting started with basic electronics, arduino and sewing.

As a communications leader and project manager with nearly 7 years of experience, I have developed company-wide communications strategies and led countless marketing campaigns.I am also a writer for Daily Progressive and the Voices of our Nation's Art collective. I have been published in Huffington Post and Daily Progressive. I run my own blog TengTied. As a writer for social justice, my ability to deeply empathize with and engage people of all communities allows me to explore intimately the stories of our collective struggles and reach broad audiences.

I am an of the University of Wisconsin-Madison, where I completed a dual major in Genetics and Wildlife Ecology. I subsequently attended the University of California-Santa Barbara, where I earned two Masters: Economics and Environmental Science. It was there that my passion for economics and teaching first surfaced. In the years since I have also earned a Masters in Security Studies from the Naval Postgraduate School, a degree in Applied Project Management from Villanova University, and an Associate's in Japanese from the Defense Language Institute. I most recently spent 2.5 years as a lecturer in the Department of Economics at the United States Naval Academy, where I had the chance to develop as a classroom instructor and one-on-one tutor. I found individual tutoring the most rewarding, because it gives me the chance to listen to and understand the student, adjust my explanation to their specific issue and learning style, then work together until they understand. Seeing the "light go on" is perhaps the best part of being a teacher/tutor! Naturally I want to continue educating and tutoring, with a priority on economics: micro, macro, economic geography, and political economy. I also have been a private tutor in English and writing through the university, and am more than happy to tutor in English and writing as well. Outside of academia I enjoy going to the gym, cycling, hiking, traveling, and being a dad. I am currently writing my second book on personal finance and retirement planning.

A goal-oriented professional with over 20 years of experience in corporate accounting and financial reporting, internal and external audit, due diligence, internal control systems implementation and risk assessment, including as a VP of Accounting, Manager at a Big 4 firm and Head of Internal Audit. I focus on oil & gas, retail, and consumer product industries. I tutor because I have a passion for helping people learn accounting, auditing, internal control and risk management.

I have loved French since I was 14 years old and have been fortunate to share my love of the French language and culture for the last 23 years. I have taught all levels of French from I-AP and have tutored for many years. My favorite part of teaching/tutoring is the "Aha! I get it" moment. I have also been able to visit France and other francophone countries to practice my French outside of a classroom.

I am a high honors, Phi Beta Kappa graduate of University of California, Santa Barbara. I received my Bachelor of Arts in Comparative Literature with a minor in French. During my time there, I studied abroad for a semester in Paris at the Sorbonne and the Paris Center for Critical Studies. I received the Certificate of Undergraduate Excellence in French and the Distinction in the Major award for my honors undergraduate research thesis in Comparative Literature, which was on the dynamics and representations of female transgression in the "stepwomen" of folk and fairy tales. I worked as a Writing tutor at U.C.S.B., first tutoring English to ESL foreign exchange students at the university, and then went on to work on basic study skills, writing, and essay planning and writing with undergraduates from all majors and disciplines, while also advising a few PhD candidates on their thesis writing. Since graduation, I have held multiple writing and editing positions, including my positions as Deputy Fiction Editor at the Los Angeles Review of Books and Associate Editor at Phoneme Media, a Los Angeles-based world literature and translation publisher.I am a skilled academic writer and lover of literature, and I am most passionate about tutoring English, Literature, English study skills, and Essay Writing (for both academic papers and college entrance personal statements). Not only do I believe that every student has the ability to write an essay, I believe every student has the ability to write a great one. I work to open up the blocks between students and language, changing their relationship to English and writing for the better and for the long-term...so that perhaps a tutor won't be so necessary in the future!In my spare time, I am a vegetarian and vegan cook, a runner, a soccer player, a creative writer, and an addictive reader. I love music of all kinds, was trained in jazz vocals, and love to see the worlds of music, art, language, and academics intersect. Confidence in language and writing has the ability to open all kinds of doors to students both academically and professionally, and I hope to help unlock them.

I have a Masters degree in Mathematics from the University of California at Santa Barbara. I taught all the lower division Calculus courses as a teaching assistant. I taught 7th grade math as well as being a tutor for remedial 7th and 8th grade math. I tutored math in high school, college and since. I have a love for mathematics and a desire to share that with others. At one point I could do the entire derivation of Calculus in my head, which I would do from time to time. Topology was my favorite subject and I memorized all the proofs. I recently reviewed my upper division textbook, working all the problems.I have a love for learning and am a life-long learner. Besides mathematics I love studying history and theology. I take a great interest in health and well-being. I like to keep my mind as sharp as possible. I also like to do memorization. I memorize everything I can. I think that one of the chief joys in life is learning and mastering new things.I enjoy helping others learn. I understand learning differences and learning styles. I think that learning how to learn is one of my greatest accomplishments. I try to look at problems as challenges that can be overcome. I think that learning or mastering a subject or skill gives life purpose and is very satisfying. Sometimes this can be very frustrating and discouraging. Having someone to guide you and encourage you can make all the difference. I know that many times I wished I could just ask someone how to do something. It is so important to keep a positive mental attitude and to believe that you will succeed.

I am a 2018 graduate of University of California Santa Barbara, with a B.S. degree in Biological Sciences through the Honors Program. I consider education to be tremendously important not just during development, but also throughout life. I believe it's critical to establish the right attitude toward learning; a feat that once accomplished can improve a student's long-term output in school. Education is an integral part of my career choice: I aspire to become a physician, a career intertwined with knowledge and education. However, teaching and learning are present in every career, and every part of life for that matter.I am currently studying for the Medical College Admissions Test, refining and mastering my knowledge in math and the sciences. Not only do I want to use this information to tutor students, but also transfer studying skills I have acquired in my time as student. I consider myself friendly and laidback; yet passionate about helping others, as I volunteer in South America with MEDLIFE: a nonprofit medical and educational organization.In my free time, I love traveling, surfing, and watching the NBA!

I have been a high school English teacher for 2 1/2 years. Education was always a passion of mine and I became a teacher because I believe that the quality of a young person's education is the strongest tool they have to build success and happiness later in life. I love introducing students to a novel and showing them how much they can learn from it.I have also spent my last three summers tutoring for a company that specializes in building decoding and comprehension skills for struggling students. Working with this company allowed me to teach kids from kindergarten through high school.Before teaching I worked in advertising sales. I enjoyed the social aspect of this job; basically my success was rooted in how well I was able to communicate my position to my clients and together we put together advertising campaigns that communicated a certain message to their buyers. All my life I have been interested in how we as human beings communicate with each other and understand each other. How we do this has become increasingly complex and I find it rewarding and fun to teach this to young people.I love all manner of creative pursuits. I began designing jewelry about 4 years ago and I do this as a hobby for myself and friends. Anytime I can find something in my house to sand down and repaint or refinish I take on the project as well. I love learning and expressing myself creatively because it forces me to look at things in a new way and create something that simply wasn't there before.I also like to build creativity in the classroom (or tutoring session) since creative thinking is the root of good problem solving skills.I love teaching, I love creating new lessons and the experience of being able to show someone something new about the world is about the most fun and rewarding thing I've ever done with my life.

My goal as an educator is to set my students up for success. I try to address the individual needs of my students and cater to their different learning styles. I am genuinely invested in helping them meet their goals. I have developed a flexible teaching style that is designed to develop critical thinking in conjunction with course content. In addition, I train students to think broadly and encourage students to identify multidisciplinary approaches to solving problems. In addition to over 15 years of college teaching experience, I also possess rich, relevant, academic credentials, having achieved a Ph.D. from Washington State University. I also hold a Bachelor of Science in Zoology from the University of California Santa Barbara, and I possess a wide variety of wet lab and computing skills, which allows me to design coursework and exercises for practical and conceptual learners. I am truly passionate about education and want to help students obtain their academic goals. I am available to tutor students across a broad range of STEM subjects.

I received my Master's from NYU in teaching Primary and Secondary Social Studies. Previously acquired my bachelors degree from UCSB in African American History with 2 minors in Global Peach & Security and Educational Phycology.Taught World History and US History at both the secondary and primary level for 5 years. Currently teaching 5th grade History. Coached Basketball, Track and Field; Cross Country with NYRR.Since 2011, I enjoyed tutoring 6-8 grade math and high school students to prepare and pass their NY Global & US History Regents Exam. As certified teacher in NYC, I taught World History & US History at both the secondary & primary level for 5 years. Currently teaching 5th grade History and coaching basketball, track & field & cross country with NYRR.I'm a well-trained educational specialist capable of providing a unique, personalized and engaging education to positively impact the lives of my students.

My name is Derek. I am a recent graduate from the University of California at Santa Barbara, where I was a part of the Honors Program and graduated with High Honors. I have always loved learning and academics in general, and will hopefully soon be pursing a graduate degree in Political Science.I have a large amount of experience tutoring students in late elementary through high school in one-on-one settings. My students have ranged from highly motivated individuals wanting to go from a B+ to an A to students having difficulty passing a tough class, and I strive to match my style and depth of instruction with the knowledge level of the student.I strongly believe everybody has the potential to succeed, and a recurring theme of my tutoring is that my students should recognize their own potential by 1) identifying their current position, 2) identifying their desired position, and 3) setting schedules and goals that help the former become the latter.

As an incoming J.D. candidate at Columbia Law School and a graduate of the University of California, Santa Barbara with a Bachelor of Arts in Philosophy-Ethics and a minor in Religious Studies, I am thrilled to offer my services as an LSAT tutor. I firmly believe that the LSAT is a learnable test, one that anyone can master with the right guidance and resources. Having recently taken the LSAT myself, scoring a 174, I know firsthand that success is as much about managing mental resilience as it is about mastering content. My tutoring style is personalized and supportive. I focus on creating mental roadmaps that students can rely on during the test, ensuring they remain calm and focused under pressure. My approach includes breaking down complex concepts into manageable parts while providing continuous encouragement and feedback. What sets me apart as a tutor is my unique ability to read a student's thought patterns and specific learning style. I believe that each student has distinct strengths and weaknesses, and my goal is to identify and leverage these to maximize their performance. By closely observing how students approach problems and respond to different strategies, I can tailor my teaching methods to suit their individual needs. This involves breaking down the thought processes that lead to incorrect answers and reinforcing the strategies that result in correct ones.

I believe a solid education is fundamental for children to succeed in life. Working as a tutor allows me to be an active part of helping kids get ahead in life. I personally believe this goal is significant not only for their future, but for that of our whole society. Education allows one to appreciate and understand a variety of cultures, ideas, and events. For more than eight years I have worked as a tutor, working with students of all grades K-12, and have worked with students of all stripes, including several with autism and dyslexia.

I love working with people to help them develop a better understanding for mathematics so they can reach their goals. I have a Bachelor's degree in Mathematics from UC Santa Barbara and a Master's degree in Teaching from Western Oregon University. I have been working with adult math students at a local community college for over 15 years and now I teach at Western Oregon University. I've also taught at the middle school and high school level in Oregon.As a tutor, I hope to help students who need extra time and an extra resource to succeed in their math pursuits. I have helped students who are taking independent study classes, students who are behind in their public school classes, and students who are studying for state exams.I know that most people don't share my love of the beauty of mathematics, but I hope to convince them of how math is such an important part of our everyday lives. Just as it is critical for people to be able to read in today's society, it is equally important for people to be mathematically literate.

I graduated from UCSB with a BA in Physics. While i was in school I did some one-on-one tutoring for high school physics. I love math and science, and getting to share that passion with other students is a really rewarding experience. My strength as a tutor comes from my patience and listening skills. Everybody learns at a different pace, so I think it's important to be open and adaptable to best serve each student's unique needs. I encourage students to ask questions, and see wrong answers as an opportunity for constructive feedback. Ultimately, I want tutoring to be something exciting and engaging for students instead of a chore. In my free time I love drawing, painting, and spending time in nature.