Personal Description:

Hi! I'm an Undergraduate Mechanical Engineering student at the University of British Columbia, Vancouver. I'm heading into my final year of university in September before I graduate in May 2021. I've been the recipient of the International Major Entrance Scholarship (IMES) award given to international students in recognition of their academic achievements for four consecutive years.

I love being involved in different UBC communities and connecting with people in these communities. In addition to being a student, I also hold the role of a UBC Student Ambassador where I give personalized, informative tours to thousands of prospective undergraduate students and their families visiting campus from within Canada or anywhere in the world. I'm also an Assistant Director at UBC Intramurals, which is a student run group with a focus on athletics, giving me a great outlet to channel my love for sports and to create a more positive university experience for UBC students.

Tutoring Experience:

My most recent tutoring experience was as a Teaching Assistant for a mathematics course called "Academic Essentials: Introduction to University Mathematics". I was responsible for 350 students, and held multiple live "Office Hour" sessions to collaborate in real time, made posts to encourage discussion and also corresponded with students one-on-one if they needed additional help.

In high school, I used to tutor a few of my peers in physics, mathematics and English on a once-per-week basis. This was organised through the school and was purely a volunteering opportunity.

Tutoring Approach:

My approach to tutoring can be summarized as "Flexible, hands-on and encouraging." I've personally experienced that everyone learns differently and it is important to be able to adapt your teaching style to serve the learning needs of the student. I am a strong believer in the use of examples to drive home theory learned as I believe being able to connect theory with things you are familiar with in the physical world is essential to creating a strong understanding of the subject matter.

I don't not believe in the concept of a "stupid question". I think that all students, after a few moments of deliberation, should ask about the questions they can't get their heads wrapped around no matter how silly they think their question is. This process allows students to discover exactly where their knowledge gaps are and correct them to move on as quickly and efficiently as possible.