Experience Summary
I have extensive and diverse professional and academic experience spanning 25 years. I hold a BS degree in Business from University of Illinois and an MBA degree from University of Maryland University College (UMUC, 2010), and graduated with 4.0 grade point average. I am currently employed at academic institutions in Maryland as listed: (1) Graduate School of Management & Technology, University of Maryland University College; graduate faculty assistant; (2) Frederick Community College, Frederick, Maryland; tutor: math fundamentals, college algebra, statistics, communications and various business courses. UMUC as a graduate faculty assistant I provide support and academic guidance to students in writing, analytical, math/statistics, and topic research skills to facilitate learning and promote high academic achievement. I am accustomed to following teaching guidance provided by the class syllabus or lesson plan, and I closely adhere to the teaching methods and use of materials provided by the school. My business background has been concentrated in the field of marketing and business management. I possess strong math, writing, research, editing, and computer skills. I also enjoy training and mentoring staff to develop and improve their written and oral communication skills.
Teaching Style
As an instructor, it is gratifying to witness advances in students' understanding, achievement and confidence as they acquire new knowledge and insight. The process of teaching is built on a foundation of positive interaction and trust. The role of the teacher is to facilitate and support learning. A structured and clear teaching approach provides a reliable framework for the student to learn, but students should feel guided and not restricted. My teaching style as a tutor is generally student-centered; facilitative and encouraging, steady, and receptive to student input. However, applying the approach that will best facilitate learning also involves understanding and addressing the needs of the individual student. Students are most responsive to learning when provided with consistent guidance from a knowledgeable source and believe that they can achieve the academic goals set forth.