I recently graduated from the University of Michigan-Ann Arbor in December 2012 with a Bachelor of Science degree in Neuroscience and will be attending the University of Connecticut School of Medicine this coming fall.
I have consistently played the role of a student mentor throughout high school and my undergraduate experience. My main objective when guiding students, whether their goal is to determine a fitting career path, ace an in-class exam, or prepare for a grueling standardized test, is to instill self-confidence in them. I try to not only help them develop lifelong critical-thinking skills, but also urge them to assertively believe in their personal abilities. If students dedicate themselves fully to the task at hand and have the genuine desire to succeed, then I think they can accomplish almost anything.
During my junior and senior year at Michigan, I was a study group leader for both General Chemistry and Animal Physiology at the University’s Science Learning Center. This experience helped me develop essential leadership and facilitative skills to engage my students in active discussion and ingrain the course material. I was attentive to each student’s unique learning style and speed. In order for them to focus beyond rote memorization, I encouraged students to ask each other questions and apply the concepts to real-word scenarios. In addition, working as an advisor at my university's Career Center during my final semester exposed me to a variety of students with diverse cultural, social, and academic backgrounds. I was enthusiastic to not only discuss their academic goals, but also get to know the students on a more personal level. By connecting with them both intellectually and personally, I could attain a better picture of how and why they were making particular career decisions and understand them through a more holistic lens.
I feel confident helping students in math and different subjects in science, such as Chemistry, Biology, Physics, Physiology, and Psychology. This can be introductory material to advanced concepts that appear on exams such as SAT subject tests or the MCAT. In addition, I have taken intensive writing courses and received training in writing personal statements that has provided me with skills to help students with their writing and reading abilities.
I consider myself a motivated, easy-going, and compassionate individual that loves learning while also passing knowledge on to others. As a student on the brink of beginning a career in medicine, I realize that learning is a lifelong process and that it is critical to establish solid learning strategies early on. With my patient and attentive personality, I hope to help students work on their weaknesses, bolster their strengths, mature as individuals, and to of course have fun while doing it!
Undergraduate Degree: University of Michigan - Bachelor of Science, Neuroscience
SAT Math: 700
SAT Writing: 710
MCAT Verbal Reasoning: 8
MCAT Biological Sciences: 10
MCAT Physical Sciences: 14
Running, playing sports, reading, writing, traveling
Anatomy & Physiology
Elementary School Math
High School Biology
High School Chemistry
MCAT Psychological, Social, and Biological Foundations of Behavior