Tutor's Name:   Katherine 
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CODE:   K-MN-MIN-SWE-Katherine
  College:  ---University of Minnesota, Minneapolis, MN, BS, Double Major: Genetics and Biochemistry, 12/2007
---University of Minnesota, St. Paul, MN, MS, Comparative and Molecular Biosciences, 1/2010
  Tutoring Experience: 1 year
  Location: New Hope, MN
  Approximate Travel
  Radius in Miles:		 25     from zip code 55427
  Availability: I am available: Mon: 8:00am - 3:00pm, 8:00pm - 12:00am, Tues: 3:00pm - 12:00am, Wed: 3:00pm - 12:00am, Thurs: not available, Fri: available all day, Sat: 6:00pm - 12:00am, Sun: 7:00pm - 12:00am.
  Subject Areas:  
  --Middle School:    Science
--HS Science:    Basic Science; Biology; Honors Biology; Chemistry
--College Physical/Life Science:    Biology; Genetics; Immunology; Physiology; Zoology; Biology, Cellular; Biology,
   Molecular
--AP, SAT Subject Test Prep:    AP Biology; SAT Biology E/M
  GENERAL EXPERIENCE:     My ever-growing interest in biology began during my high school career. I frequently found myself doing un-assigned problems in genetics, for example, simply for fun. I went on to complete a Bachelor's of Science degree at the University of Minnesota with a double major in Genetics, Cell Biology, and Development and Biochemistry and I recently obtained my Master’s of Science degree from the University of Minnesota in a program called Comparative and Molecular Biosciences. Over the course of my education I have accumulated a large body of knowledge in the topics of cell biology, genetics, immunology, cancer biology, biochemistry, and physiology and continue to maintain my fascination with biological processes. I currently work as a private biology tutor for a student in the Veterinary Technology program at the Minnesota School of Business. I help her to better understand biological concepts and laboratory techniques presented in the following courses: Introductory Biology, Introduction to Clinical Laboratory Techniques, and Physiology I. As a result of my tutoring, my student has gotten A’s and top scores on her exams. Additionally, I have 4 years of experience teaching ballet (my other passion) to students ranging in age from 4 years old to adults. During this time I have developed many successful teaching techniques, fostered friendly but professional relationships with my students, and have observed great improvement in my students’ dancing technique. I have also held multiple jobs working on both epidemiologic and basic research studies and, through experience, have grown to thoroughly understand the scientific thought process. My graduate research focused largely on cancer biology and the ways in which the innate immune system may act to promote tumor progression. Although my research resulted in very interesting and novel findings, and executing laboratory procedures became second nature to me, I grew to realize that, for me, laboratory work did not allow for, nor provide a diverse use of my scientific knowledge. Acting as a private biology tutor and ballet teacher has allowed me to experience the great satisfaction gained by an instructor as student progress becomes evident, and therefore, I would rather pursue work as a biology teacher/tutor than working in a laboratory. Since I have a steadfast understanding of biological information as well as a significant amount of practical laboratory and research experience I am able to provide biology students with conceptual teaching which is supplemented with practical uses for the knowledge.
  APPROACH TO TUTORING:    Biological concepts build upon one another making it very difficult to truly understand an advanced topic if the basic principle is not known (ex. one must understand electron orbitals in order to understand the octet rule, in order to understand electronegativety, in order to understand ionic or covalent bonding, in order to understand molecular polarity, in order to understand DNA base paring, etc.). Therefore, establishing a good base in these concepts is extremely important. I work through basic principles slowly to make sure that the student thoroughly understands them. A significant portion of biological processes consist of physical interactions between atoms and molecules, therefore, I frequently use visual images and drawing to help explain concepts to students. Visual memories link individual pieces of knowledge together and may contain the answers to multiple exam questions opposed to simply memorizing many disconnected facts. Additionally, if a student is able to draw the interaction between an enzyme and a substrate, for example, they clearly understand the concept and may apply it to different situations. Finally, biological processes proceed via a progression of logical, physically dictated steps. Rather than simply telling my student the answer, I like to ask a series of step wise questions to guide and stimulate them to deduce the answer themselves. If I must give an answer, I always work out the question with the student to explain WHY this or that is the case. Eventually the student will be able to ask these questions by themselves and when confronted with a foreign problem on an exam, will be able to use biological reasoning to identify the correct answer.

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