Foster Tutoring

I help students untangle complex ideas in an accessible way. I graduated summa cum laude with disciplinary honors in philosophy from UNCG, which provided me with an exemplary undergraduate education in philosophy. I was also the UNCG Philosophy Department's writing tutor in 2020, which provided me invaluable experience teaching challenging concepts to others. I also won the philosophy department’s annual essay contest consecutively in 2020 and 2021.

As a test prep tutor, I devise SAT and ACT study plans and guide students through them. This process begins with having a student take a short diagnostic test by which I assess the student's individual strengths and weaknesses. From there, I tailor my instruction to best fit their needs. I don't believe in a one-size-fits-all approach to learning, and I'm confident in my ability to help my students learn in a way that is beneficial to them and their unique situations.

As an English tutor, I work closely with students to help them improve their written communication skills, reading comprehension, vocabulary, and grasp of the fundamentals of English grammar. Further, I seek to help students *understand* the errors they make on their assignments, such that they can avoid similar mistakes in the future. I also specialize in writing tutoring (particularly at the high school and undergraduate level). Such sessions with me typically involve helping students correct grammatical errors, refine the structural flow of their written assignments, ensure that their papers follow the appropriate style guides (I am proficient in MLA, Chicago, and APA), and—most importantly—substantively strengthen the content of their writing.

I love to tutor because I have experienced firsthand the indelible effect that a good instructor can have on a person's life. I consider myself fortunate to have had teachers throughout my academic career who have made an effort to learn how I learn best, and to accordingly tailor their instruction to my learning style. I believe that I do the same for the students I tutor. Moreover, I take it as a source of pride that students have reached out to me following a semester's end to tell me that their instructors noted marked improvement in their course performance after attending one or more of my sessions. I find it rewarding to observe and measure my students' progress, and to feel that I've contributed to their success and well-being.