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Tutoring Experience

Working as a digital studio consultant with a student on a kinetic typography project

During my academic and professional career thus far, I have had several opportunities to tutor undergraduate and graduate students. During my time at Texas Christian University, I tutored students in a variety of economics classes, from introductory micro and macro to contending perspectives in economics and econometrics. The two years of tutoring allowed me to develop strategies to best facilitate learning, from specific ways to work through difficult economic concepts to broad approaches to connecting with my students. I found that students learned best when we had established a rapport, and that "learning by doing" through concrete examples and practice problems was most effective in gaining familiarity with economic theories. 

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While at Florida State University, I spent one year tutoring in the Reading-Writing Center and another two years consulting in the Digital Studio. At Penn State, I have tutored at the for the English 5 course. My time in the Penn State Learning and the FSU Reading-Writing Center helped me see the differences between tutoring writing and tutoring economics. I view tutoring writing as far more process-driven, with tutorials as a collaboration between peers. My work as a Digital Studio consultant has shown me another side of tutoring. As a digital studio consultant, I've learned a variety of programs in the Adobe Creative Suite, video-editing platforms, and web  design programs in order to assist students at all stages of the composing process in whichever genre they're working in. I view my work as a tutor as integrally connected to my own research interest in technology and work as a teacher. My tutoring philosophy and selected projects created for the Digital Studio are included below.

Tutoring Philosophy

As a tutor, I will…

  • Be friendly, approachable, and non-judgmental.

  • Treat my students as co-collaborators, working together to achieve their goals.

  • Use a question-based, non-directive conversation style to facilitate student agency within the session.

  • Consider tutorials a space for mutual learning, and the students as experts in their field.

  • Facilitate student autonomy by asking permission before taking their paper, reading aloud, and making notes, and ask the student to write down what we discuss.

  • Be flexible and open to student goals that may be contrary to my own goals for the tutorial.

  • Encourage students to explore global issues with their writing.

  • Let go of my editor's red pen, and address grammatical issues as needed, not as the primary concern for the text.

  • Focus on student writers and their writing process beyond their writing itself.

  • Comment on the student's ideas and writing, and not on them personally.

  • Openly admit when I don't know something and express my willingness to learn and find the information with the student.

  • Be fluent in multiple creative programs, web portfolio creators, and digital composition processes.

  • Seek additional learning and expertise outside of my tutorials to grow as a writer and composer.

work created for the Digital Studio and Reading-Writing Center
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