...In the end, if there were errors with the answer, I point them out and ask them why this approach may be incorrect. Midway through the homework section, I challenged the students further by removing the reference example work to see if they were able to answer the question without any reference. I observed that the students were able to understand the material quickly without issues. (read more)
...I graduated with a B.A. in Biology and an M.D. degree. Throughout secondary school, undergraduate, and medical school, I found that I succeeded more in the subjects my teachers or professors broke down material into ways that are easier to understand. They also came up with fun ways to teach the material, which helped me memorize the content easier. (read more)
...I use RStudio on a daily basis and co-taught a graduate-level Causal Inference class, where my primary responsibility was hosting RStudio help sessions for grad students (many of whom were working professionals) where I showed them how to perform complex statistical analysis methods such as: Synt... (read more)
...From 1998-2010, I worked in New York City for Cornell University's Industrial and Labor Relations Extension School. My role for the entirety of my employment was Program Coordinator, Management Development Program. The program offered 1-3 day professional development workshops, Certificate Programs, and eLearning opportunities. (read more)
...In addition, it decreases memorization and makes the topics more digestible and exciting! I also use analogies to make comparisons between more abstract scientific or mathematical topics to make it more applicable to daily life. In addition, I strongly emphasize practice, especially for test preparation. (read more)