I work well with students with ADHD or similar attention/hyperactivity issues, as I myself have ADHD and understand when a subject can get dull. I'm also very used to working with students who have anxiety around their mathematical abilities, and I know that overcoming this stress can often be the biggest hurdle. I also have a strong academic background, and years of tutoring and teaching experience (see Questions below for qualifications).
I like being able to help students struggling with complex topics. I like being able to show them they are capable of working through the problems, even when they think understanding is out of reach for them. My greatest accomplishment as a tutor is when one of my students who insisted he "wasn't a math person" became a tutor himself.
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I was a coworker of Rachel's at the UConn tutoring center. She is very good at explaining both math and physics problems.
Highly knowledgeable and extremely conscientious
(Education)
Masters in Civil Engineering, University of Minnesota / Twin Cities, MN
Data analysis, and process-based modeling (Python) of peatland hydrology and carbon dynamics; worked on project funded by the Department of Energy, in collaboration with the US Forest Services at the Marcell Experimental Forest. Using process-based models to explain the hydrological dynamics and methane emission rates in peatlands under climate change.
BSE in Civil Engineering, University of Connecticut / Storrs Mansfield, CT
Minor in Environmental Engineering
BS in Mathematics, University of Connecticut / Storrs Mansfield, CT
(Experience)
>>Math and Physics Tutor
AUG 2013 - MAY 2017, University of Connecticut (UCONN) Quantitative Learning Center / Storrs Mansfield, CT
Tutored undergraduate courses; topics included College Algebra, Pre-Calculus, Calculus I and II, Probability, and Physics I and II (with and without calculus).
>>Teaching Assistant
AUG 2013 - MAY 2017, UMN Dept of Civil, Environmental, and Geo-Engineering / Twin Cities, MN; Teaching Assistant for the course Hydrological Design (CEGE 4501), where tasks included holding regular office hours, grading, and proctoring exams.
AUG 2015 - MAY 2017, UCONN Dept of Mathematics / Storrs Mansfield, CT; Teaching Assistant for the Advanced Calculus course sequence (MATH 2142-44), a proof-based approach to Calculus I and II, Linear Algebra, Multivariable Calculus, and Differential Equations. Tasks included grading and answering student questions, mostly via email.
AUG 2014 - DEC 2014, UCONN Dept of Civil and Environmental Engineering / Storrs Mansfield, CT; Teaching Assistant for the course Mechanics of Materials (CE 3110), where tasks included holding regular office hours, grading, and proctoring exams.
(Mentoring and Outreach)
St. Anthony Falls Lab Student Council, 2018-2020;
Project advisor for undergraduate (Phenocam project), 2018;
Mentor for the Women in Science and Engineering (WISE) Undergraduate-Graduate Mentor Program at UMN, 2017-2018;
Mentor for the One2One Mentoring Program (middle school aged), 2017-2018;
Volunteer for the 2017 Exploring Concrete Engineering event hosted by UCONN (middle school aged);
UCONN Math Club Treasurer, 2016-2017;
Mentor for the Women in STEM Mentoring Program at UCONN, 2016-2017.
(Presentations)
AGU Fall Meeting 2019, 'Stochastic model of water table depth in snow-dominated and hydrologically connected ecosystems.’;
Bell Museum 2019, Interactive Demo of Algae Under Turbulent Conditions (Python program);
UMN CEGE Welcome Weekend 2019, ‘Seasonal precipitation explains CH4 sensitivity to soil temperature in northern peatland.’;
AGU Fall Meeting 2018, 'Peatland methane emissions driven by interaction of soil temperature and water table.’;
UCONN Senior Design Day 2017, ‘Flood mitigation of an Eversource substation located on the Naugatuck River’;
Smith College WIMIN 2016 conference, ‘Nonexistence of Efficient Markovian Coupling for Finite State Markov Chains.’
(Awards/Honors)
Weck fellowship for graduate support, 2017-2018;
Tsai travel fellowship to attend AGU Fall Meeting 2018;
Placed in Senior Design Day competition for Environmental Engineering projects, 2017;
Undergraduate research grant recipient for math research project (SURF), 2016;
UCONN Dean’s List, 2014-2017;
New England Scholar 2015.
(Relevant Coursework)
Ecological Fluid Mechanics, Ecohydrology, Environmental Data Science, Hydraulic Engineering, Environmental Mass Transport, Sediment Transport, Stream Restoration, Modeling Aquatic Environments, Water Quality Engineering, Intro to Air Pollution,
Wetlands Biology and Conservation, Geomicrobiology,
Geomatics and Spatial Measurement, Soil Mechanics, Civil Engineering Materials, Design of Steel Structures,
Decision Analysis, Mathematical Statistics, Numerical Analysis, Stochastic Processes, Abstract Algebra, Topology and Geometry, Real Analysis, Modern Analysis, Measure Theory and Integration
_____________________________________________________
References:
(1) Diane Briody, [email protected], (860) 486-1961, supervisor, UCONN Quantitative Learning Center Program (tutoring center) Coordinator;
(2) Sagar Tamang, [email protected], (505) 614-5461, collaborator/colleague, UMN Research Assistant;
(3) Seth Stevens, seth.stevens@whiting-turner.com, (203) 525-3797, UCONN Civil Engineering classmate, worked on various assignments/projects together, known >10 years, student of mine for Mechanics of Materials, Project Engineer at Whiting-Turner Contracting Co.
I previously worked for a tutoring company, or as a teaching assistant at universities, so pricing is highly negotiable and dependent on what type of help the student needs. Email me at [email protected] to discuss, or text me at (203) 841-8571.
(Coronavirus)
With social distancing being recommended, I'm available to teach/tutor remotely. I've helped students via email and video call before, and I have a tablet/stylus to aid with the writing/doodling often involved in helped a student out with a particular question.
Most of my formal tutoring has been with undergraduate college students. As a mentor, I've helped middle school aged students with their classwork. I've also been involved in elementary/middle school aged demonstrations/activities, such as an interactive museum activity showing algae behavior, and a field trip program where middle schoolers learned some fun lessons on structural engineering.
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