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".

Diana was born and raised in Los Angeles, California. She attended Cerritos Community College and majored in Economics and accounting while working at Bank of America and a retail shoe store to get her through school. During that time she also earned her Medical Billing certification and was highly involved in the community through Project HOPE, Scholar Honor Society, and as Vice-President of the Business Club. After three years she transferred to the University of California, Santa Barbara and became involved in education through The Family Literacy Program where she worked with undocumented elementary students. Her interest in Chicano Studies and education grew thanks to a course on educational barriers and the teachings of Brazilian educator Paulo Freire. Working as an Elementary Teaching Assistant, one special student made her want to become an educator focusing on students with learning disabilities. She switched her major to Psychology to better understand human growth and development. That year she became a research assistant to her professor and worked with at-risk adolescents in a high school in Santa Barbara County. Diana learned about Teach for America that same year and felt that TFA's values and mission were aligned with her own, which brought her to New York City classrooms. She has a newly obtained Masters Degree from Fordham University in Teaching Exceptional Adolescents grades 7-12. She's taught 6th, 7th, and 8th grade math at a middle school in Brooklyn. She has taught Algebra for the past three years and is currently working at a high school in Manhattan. On her spare time she enjoys tutoring any struggling learner in Mathematics. When shes not in the classroom or tutoring, Diana enjoys reading a good book, Sunday brunch, authentic Mexican food, and meeting new friends.

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.

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 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.

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.

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 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 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.

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 a fourth year transfer student at UCSB pursuing a BA in Psychology. I transferred from Pierce College in my hometown of Woodland Hills, CA. I have an Associate's Degree in Social and Behavioral Sciences. I enjoy tutoring a variety of subjects but particularly love algebra because I enjoy the feeling of victory that comes from teaching a student how to solve equations. Outside of tutoring I love playing soccer, watching movies, and traveling.

Let's learn together!