Sacramento
Brent Pottenger
UC Davis ’07
University of Southern California ’09
Subjects:
Science (biology, chemistry, physics, physiology, and others), Math (algebra I, geometry, algebra II, pre-calculus, calculus, and statistics), English (writing, grammar, and reading), and Economics, Psychology, Econometrics, Finance, or general study assistance.
Tutoring Philosophy:
“My primary goal as a tutor is to empower students by helping them learn how to learn. Through active engagement and interaction, I do my best to instill in students practice and study habits—“tricks of the trade”—that will enhance their academic experiences and performances and will help them enjoy the process of developing into life-long learners.”
Background
Brent completed his Master of Health Administration (MHA) graduate degree from the University of Southern California (USC) as a School of Policy, Planning, and Development Dean’s Merit Scholar. He studied physiology and financial management at the University of California, Davis, earning the Mary Regan Meyer prize while graduating with Highest Honors for his “commitment to serving others and bettering humanity.” Brent has completed over 1000 hours of voluntary clinical research in the Emergency Department at the University of California, Davis Medical Center, leading to his publication of “Regionalization of Care for ST-Segment Elevation Myocardial Infarction—Is it Too Soon?” in Annals of Emergency Medicine. In addition to his research work, Brent has co-founded an educational services firm, Academic Impact, which provides mentor-based tutorial services to students throughout the world. From this venture, he also led the founding of a nonprofit program, Game Plan Academy (GPA), which provides professional academic, athletic, and mentorship services to students who normally would not have access to these resources. In his free time, Brent plays sports and writes regularly about healthcare, fitness, and nutrition on his blog, Healthcare Epistemocrat.
Brian Geremia
Loyola Marymount University
B.A. English
Subjects:
English (writing, grammar, reading), Pre-Algebra, General Study Assistance
Tutoring Philosophy:
“My goal is to engage students in meaningful dialogue that leads to authentic thinking. Too often classroom instruction is based solely on the static content of a book, and not the dynamic, realistic content of the world around us. I hope to blend these two aspects of a valuable education and help students become reflective learners who are curious about what they are learning, about the world, and about where they fit into it all.”
Background
Brian Geremia graduated from Jesuit High School in 2002 and Loyola Marymount University in 2006, earning a degree in English and a minor in Secondary Education. For his co-curricular involvements at Jesuit High School, Brian attended LMU as a four-year recipient of the LMU Leadership Scholarship.
In the spirit of his Jesuit education, Brian founded Magis, an influential student organization at Loyola Marymount. ‘The magis’, a common Jesuit credo, translates to ‘the more’ and urges individuals to be more, do more, and give more. While serving in various capacities throughout Los Angeles and guiding the vision of Magis, Brian developed his own authentic vision and life-view based on service to others.
For his academic excellence, leadership, and justice work, Brian received many awards at LMU, including the Ignatian Award, the university’s highest honor given each year to one graduating senior.
Brian’s educational training and experience working with students of all ages and backgrounds make him a valuable mentor and tutor. He specializes in writing development, helping students develop confidence in their own opinions and abilities. Brian has also successfully tutored many elementary and middle school students in all subjects.
Michael DeFazio
UC Davis ’08, B.S. Biological Sciences
Subjects:
Biology, Chemistry, Physics, Organic Chemistry, Algebra I & II, Geometry, Trigonometry, Pre-Calculus, Calculus I & II, General Science, Statistics, Italian
Tutoring Philosophy:
“My philosophy is based on increasing the students’ interest in the material, as it becomes much more natural to learn when the subject is appreciated. Every subject can be taught in such a way that it can be applied to real life, thus improving the retention rate of the students. My interactions with the students are based on finding their strengths and relating them to the material.”
Background:
Michael is a recent graduate of the University of California, Davis. He graduated Cum Laude with a B.S. in Biological Sciences with an emphasis in Neurobiology, Physiology, and Behavior and a minor in Italian. Throughout college Michael held various medical and dental internships including one in the emergency room at the UC Davis Medical Center. For his immediate academic success at UC Davis he was presented the Freshman Scholar Award as well as the UC Davis Annual Fund Scholarship. Michael was also a member of Sigma Phi Epsilon fraternity where he served as Vice President in his sophomore year. His tutoring career began at Jesuit High School as a Latin tutor and currently helps Italian exchange students with their English. Michael has always been devoted to the service of his community. After logging in nearly one thousand hours of community service at Mission Oaks Recreation and Park District he continued volunteering while studying abroad in Siena, Italy on the local ambulances. He continues volunteering today at Shriners Hospital for Children. Michael was awarded the St. Thomas More Award his senior year at Jesuit High School for his various achievements. Michael will apply to Dental School in June 2009.
Brian Quezada
California State University, Sacramento ‘09 - Business
Subjects:
Anatomy and Physiology, Biology, General Science, Zoology, English (writing, grammar, and reading), History, Humanities, Geography, Spanish I, Philosophy, Radiography, or general study assistance.
Tutoring Philosophy:
"I believe that learning is best conducted when an understanding, as opposed to simple memorization, of a subject is accomplished. When a student understands the material it becomes useful, and the student stops seeing the material to be learned as merely an obstacle. I also feel that learning is best accomplished when it is entertaining, whether that is through interest in the subject or through my presentation. I like to approach instruction from many angles so as to find and use the learning methods that best work with a particular student's style of learning."
Background:
Brian enjoys working with students of all ages, whether in elementary school, junior high/middle school, high school, or at the college level. He comes from a unique background, having grown up and gone to school in Great Britain, Costa Rica, Washington State and California. After High School, Brian joined the United State's Air Force. Having scored in the top 5% on his ASVAB test, he was selected by the training instructor to be the education monitor for the 322 training squadron's 54th flight. As education monitor, Brian was responsible for tutoring and motivating the flight (platoon) of approximately fifty trainees in military history, customs and protocol. Continuing in the Air Force, Brian went on to become a radiographer, attaining his national certification and an AS in Radiography. As a radiographer, he was stationed at David Grant Medical Center in Travis AFB, California, the largest Air Force medical training base on the west coast. Staff at David Grant, in addition to their normal duties, act as preceptors (tutors) for students. In the radiography field, this meant tutoring 30 students in weekly rotations of three students per preceptor for 40 hours a week. Brian was recognized by the student body and by the course instructor for his tutoring work, and he received an award for excellence as a preceptor. In 2003, Brian separated with an honorable discharge from the military. He is currently ready to transfer to Sacramento State, where he will continue on to his Bachelors and become a professor.
Daria Eiteneer
M.S., Physics, UC Davis, December 2007
B.S., Physics, UC Davis, September 2006
B.S., Mechanical Engineering and Materials Science, UC Davis, September 2006
Subjects:
Mathematics (pre-algebra, algebra, geometry, trigonometry, pre-calculus, calculus, linear algebra, differential equations, statistics), general science, chemistry (including AP chemistry and general college chemistry), physics (including AP physics, general college physics and graduate level physics), Russian (all levels), mechanical engineering classes (including but not limited to statics, fluids, heat transfer, circuits, electromagnetism), general materials science
Tutoring Philosophy:
“There is no stupid questions or answers when it comes to learning. The only thing that can be considered stupid is failing to recognize that there are no stupid questions. I encourage the students to ask as many questions as possible, no matter how “stupid” the questions might be. I strongly believe that asking questions jump-starts the process of thinking and learning. I also believe that it is up to the tutor/instructor to recognize exactly where the student’s difficulties lie and address those difficulties on an individual level.”
Background:
Daria came to California from Russia as a junior in high school. Being new to the country, the culture and the English language, she struggled in school, not academically, but socially more than anything. She still graduated high school with honors, and went to continue her education in community college in the Bay Area. While in junior college, she explored quite a few options as far as further education is concerned, until she finally took a modern physics class. That experience turned Daria’s life around. She transferred to UC Davis, and three years later, she graduated with a triple major in Mechanical Engineering, Materials Science, and Physics, and a minor in Mathematics. Then Daria continued on to graduate school at UC Davis, and received an M.S. degree in Physics in December 2007. She is now well on her way into the Ph.D. program in the Physics department. Along with the Ph.D. in Physics, she is hoping to receive an M.S. in Materials Science and Engineering. Throughout Daria’s academic career, ever since she was 12 years old, she has been tutoring Mathematics and Sciences, first to her classmates and peers, then later to other high school and college students. While in college, Daria was an AVID (Advancement Via Individual Determination) instructor in Martinez Junior High and Alhambra High School in the Bay Area and a Math Lab instructor and a Learning Lab supervisor in Diablo Valley College. Later, upon coming to UC Davis, Daria helped out with the tutoring services on campus. She also taught horseback riding in the UC Davis Equestrian Center. Now, as a graduate student, Daria is also an instructor in PHY7 series, specifically designed for pre-med and pre-vet students. Eventually, once her Ph.D. is complete, Daria is hoping to become a professor of physics in a university in Northern California.
David Campos
Stanford University ‘06 – Psychology
California State University, Sacramento ‘09 – Masters, College Counseling
Subjects:
Spanish (all levels), English (writing, grammar, ESL), general study skills, Algebra 1 & 2, Geometry, Economics, and Psychology.
Tutoring Philosophy:
“Instilling the values of commitment to and enjoyment of learning throughout a lifetime is an important component of educating others. I intend to dedicate my future endeavors, both as a counselor and educator, to helping students develop personally, socially, and intellectually. Developing a strong rapport and encouraging interpersonal communication with my students, I share my experiences on how to prepare for life inside and outside the classroom environment, as well as how to become deeply involved in pursuing their passions. I enjoy working in an academic environment and intend to help others become goal-driven, passionate seekers of knowledge, for I believe that education is the foundation upon which all other skills/strengths can be built and developed.”
Background:
David Campos is a Stanford graduate and an energetic educational specialist and mentor who enjoys working with students of all ages and abilities. He has tutored students for the past 7+ years in Spanish, English, and various levels of math. He graduated from Jesuit High School in 2002, receiving the Pedro Arrupe award at graduation for his outstanding community service. David graduated from Stanford University in 2006 with a Bachelor of Arts degree in Psychology, making the honor roll every quarter. While at Stanford, David received a research grant to conduct social psychology studies in the Graduate School ofBusiness and was awarded the Charles Warren Kendrick Scholarship in Psychology for two years. He is currently pursuing a Master of Science degree in Counseling at California State University, Sacramento, where he is specializing in school and career counseling. He has recently been awarded the Vind-Peters-Canessa Scholarship in Counselor Education for his great academic performance and his dedicated efforts to helping students excel in their educational endeavors. Having a passion for learning and helping others, he intends to seek out and take advantage of all educational opportunities that he can and to continue developing great rapport with all of his students.
Ellen Krause
Loyola Marymount University '08 - B.A. History
Subjects:
Science (biology, chemistry, anatomy, and physiology), Math (algebra I and geometry), History (American, European, World), German, English
Tutoring Philosophy:
When I applied for the Fulbright Teaching Fellowship in Germany, I said this about learning: "I loved the moments in class when something clicked, and I understood a concept that had seemed completely foreign to me only minutes before. Every time I had one of these moments, my affinity for the subject grew." While I taught in Germany, this sentiment was always at the forefront of my methods. I wanted my students to have these moments and to share in that feeling of understanding. I don't think students can find this understanding by having people tell them the answers. They must find those answers for themselves, ask questions and understand how they arrived at their understanding.
Background:
I graduated summa cum laude from Loyola Marymount University with a BA in History and minors in German and Archaeology. In addition to being in the Honors Program, I participated in Sursum Corda, a co-ed service organization. I worked as a teaching assistant in German, a research assistant in History and as the assistant curator of the Archaeology Muesum and Lab. I have just returned from a year spent in Meersburg, Germany on a Fulbright Fellowship as an English teaching assistant. There I taught ten hours a week and tutored at least 6 hours a week in English grammar and writing.
Erin Fong
UC Davis ’07 – Electrical Engineering
UC Davis ’09 – Masters in Electrical Engineering
Subjects:
Math (algebra I, geometry, algebra II, pre-calculus, and calculus), Science (biology, chemistry, and physics), and Spanish (all levels).
Tutoring Philosophy:
“Through different teaching approaches, I’d like to help find each student his or her best way of learning so that he or she reaches his or her full potential. Additionally, students are often busy with extracurricular activities, so effective techniques inside the classroom as well as outside are important. Having to balance athletics and academics, I have learned many methods to be effective that I’d like to share with other students.”
Background:
Erin graduated from the University of California, Davis in 2007 with a degree in Electrical Engineering. At UC Davis, she played on the Women’s Intercollegiate soccer team for three years before deciding to focus on her studies and research. Currently she is conducting research with the Micropower Circuits and Systems Group at UC Davis in the areas of energy harvesting and nanotechnology. She will continue her studies in fall of 2008 to pursue her Master’s and Doctorate degrees in Electrical Engineering at UC Davis as well. She has received the US Department of Education GAANN Fellowship to cover her tuition and expenses. In her spare time, Erin coaches at TOP Soccer, a program that allows children with disabilities to play organized soccer games as well as have monthly play days in the off-season.
Jeremy Rutledge
UC Davis ’06 – English
Lincoln Law School ‘10
Subjects:
English (literature, writing, and grammar), Spanish, Art History, Film, Theology, and general study assistance.
Tutoring Philosophy:
"The idea that the smartest students perform best in school is a common misconception. I believe school is a marathon – not a sprint! Those willing to put in the work will ultimately do well. Everyone can find success in school with proper study habits and time management."
Background:
Jeremy is strong leader with a passion for learning and serving the community. He has tutored students in all subject areas in junior high and in high school, and he has had extensive experience guiding and managing adolescents in the work force. After graduating from Jesuit High School in 2002, he attended the University of California, Davis, earning a Bachelor of Arts in English with a minor in Art History in March of 2007. At UC Davis, he was invited into the National Society of Collegiate Scholars and was an active member of Alpha Phi Omega, a community service fraternity, while working full time as a manager at Dos Coyotes Border Café. He also spent a summer studying abroad as an undergrad at Pembroke University in Cambridge, UK. Jeremy is currently in his first year of study at Lincoln Law School of Sacramento.
Kelly Neil
UC Davis ’11 – PhD, Renaissance Literature
UNC Greensboro ‘06 – MA, English
Subjects:
English grammar and composition, literature (especially Shakespeare), rhetorical analysis, essay development, ESL
Tutoring Philosophy:
“By engaging students’ with their unique interests and curiosities, I encourage students to become facilitators of their own learning. I value active learning where students must demonstrate rather than merely recite what they have learned, and I value the concept of learning communities where both students and teachers engage in academic dialogue which allows all participants to not only consume but also produce knowledge. As facilitators of their own learning, students foster a life-long desire for knowledge which transcends classroom walls.”
Background:
After graduating Phi Beta Kappa from the University of North Carolina, Greensboro with a degree in English, Kelly entered the MA program in English Literature at UNC-Greensboro. After graduating in 2006, Kelly was a full time instructor in English at Guilford Technical Community College in Jamestown, NC, and taught Expository Writing, Technical Writing and Research, Communication Studies, and Argument Based Research. In 2007, Kelly began the PhD program in Renaissance Literature at the University of California, Davis. Kelly has served as a teaching assistant for the UC Davis English department, and has also served as coordinator for the ArtsBridge program, which brings Shakespeare into public school classrooms by pairing UC Davis undergraduates with K-6 classes. Kelly currently teaches freshman composition for the UC Davis University Writing Program, and is beginning her dissertation on renaissance law and gender. Kelly is also the co-chair of the UC Davis Early Modern Research Cluster, an inter-disciplinary group which aims to foster knowledge and research in Renaissance/Early Modern studies.
Lara Roebbelen
Brooks Institute of Photography ‘04
UC Davis Graduate School of Management ‘09
Subjects:
Math (pre-algebra, algebra I, geometry, algebra II, statistics), History (social studies, world history, U.S. history), Economics, Financial Accounting, German I, General Study Skills & Homework Help.
Tutoring Philosophy:
"No matter the passion, education is what connects a dream into reality. My main objective as a tutor is to give students the confidence needed to make a commitment to their own path. By teaching good study skills, creating a positive learning environment and exposing a student to academic success, I believe the student will be well prepared to face their future, no matter where their dreams lead them."
Background:
Lara graduated Cum Laude from Brooks Institute of Photography in 2004. Since then, she has been running her photography business, Lara Roebbelen Photography (www.lararoebbelen.com) in El Dorado Hills. Currently, she is attending the UC Davis Graduate School of Management. Lara enjoys working with start-up businesses and is the youngest member of the Sacramento Angels. She is passionate about giving back to others and in 2008 completed a documentary shot in Guatemala for a non-profit organization. She is a strong advocate for education and credits her success to the numerous professors who encouraged her throughout school. She is dedicated to helping others find their passions and encouraging them to follow their dreams.
Adam Riley
California Polytechnic State University, San Luis Obispo '06
Subjects:
Science (chemistry & physics), Math (algebra I, geometry, algebra II, pre-calculus, calculus, and statistics), Economics, and General Study Skills
Tutoring Philosophy:
"Learn by Doing" is Cal Poly's teaching philosophy and one that I embrace. Active learning is vital to understanding the subject matter. Also, I find that there are a number of ways to present material and the best teachers know how to express these variations in interesting and fun ways.
Background:
During Adam's tenure at Cal Poly, he served as a Pledge Marshal in Chi Epsilon, a national engineering honor society, and was in the “first 22” for the nationally ranked Cal Poly Rugby team. He understands the importance and rigor of being a student-athlete as well as the necessity of a multiplicity of educational experiences.
Adam interned for a Geotechnical Engineering company in San Luis Obispo during his senior year. He graduated Cum Laude from Cal Poly in the summer of 2006 and began his career in land development completing a variety of major infrastructure and commercial projects. Adam now works as a Project Manager in the Civil Works Project Management Section for the U.S. Army Corps of Engineers. Through his participation in the Leadership Development Program through USACE and as a member of a local chapter of Toastmasters, Adam actively works toward continued development. Additionally, Adam is excited to share his knowledge and experiences to help others in their development.
Kay Walker
Soka University of America
American River College (UC Transfer)
Subjects:
Math (pre-algebra, algebra I, geometry, algebra II, pre-calculus, calculus, calculus II) English (grammar, writing, literature), Science (Physics, Chemistry, Biology), Economics, Psychology, Spanish (I, II, III, IV, AP language, AP literature)
Tutoring Philosophy:
“Because of class size, time constraints, and testing goals, today’s educational system does not help students reach their full potential. By working with students individually, I can overcome this and help them reach a true understanding of subject matter. This understanding, unlike memorization or repetition, leads to long term retention and contributes to future academic and professional success. Often the key to developing such an understanding is simply looking at old problems from a different angle. I strive continually to find more angles so that students can connect individually with the subject matter.
Background:
With a natural ease in and dedication to all academic subjects, Kay has been helping classmates and friends in their studies since elementary school. Growing up in Carmichael, CA, she attended Mission Elementary School, Winston Churchill Middle School, Rio Americano High School and El Camino High School. Kay moved to Orange County in the fall of 2008 to accept a full-ride scholarship to attend Soka University, a small liberal arts college. While at Soka she maintained a 4.0 GPA and spent three weeks in India studying their educational system. Still, by her third semester at Soka, she realized the size and location of the university could not offer what she wanted out of her college education. Kay returned to Sacramento and started her first semester at American River College in January 2010. She will apply to transfer to UC Berkeley for fall 2011. Kay focuses in psychology and plans to become a clinical psychologist. She is passionate about helping others overcome problems, and applies this enthusiasm to tutoring.
Kendall Olsen
Stanford University ’08
B.S. in Biological Sciences: Molecular and Cell Biology
Subjects:
Math (Algebra I, Geometry, Algebra II, Pre-Calculus, AP Calculus), Science (Biology, General), SAT prep, and general study assistance
Tutoring philosophy:
I tutor to focus my energy on getting one student to that "ah hah" point. No two people learn in exactly the same way; in a classroom full of students, the odds are stacked against teachers to find an approach that will work for everyone. I find working with students one-on-one to be rewarding and challenging, as I adapt and learn new strategies with every new student. By guiding students’ own questions and facilitating dialogue, I help students arrive at a more complete understanding of the material, beyond the words in a textbook. I especially value the mentoring relationships I have developed with my tutees over time as they grow into mature learners.
Background:
A Sacramento area native, Kendall graduated from Mira Loma High School with a full IB diploma (42 pts) in 2004. She attended Stanford University, earning a B.S. in Biological Sciences with Departmental Honors in Molecular and Cell Biology. At Stanford, she was actively involved in student-run theater as a stage manager and in student management as a kitchen manager. She also tutored local high school students in math and science. However, most of her time was spent at the bench in a research lab, which led her to a biology PhD program for two years after graduation. Locally, she has worked at Academic Talent Search, teaching science to junior high students, and at the Junior Statesmen Foundation.
Bee Vue
M.Eng., Space Engineering, University of Michigan-Ann Arbor, 2008
B.S., Aerospace Engineering, Massachusetts Institute of Technology (MIT), 2009
Subjects:
Mathematics (including but not limited to pre-algebra, algebra, geometry, trigonometry, pre-calculus, calculus), general science, chemistry, physics
Tutoring Philosophy:
I believe that students learn best when a teacher is able to embrace and utilize what interests them. I do not have a standard way to tutor because every student is different, yet I do believe in visual learning, so the use of activities and props is very important. As someone who has gone through the academic system, I believe that quality tutoring, good academic advice, and a steady role model can help students reach their academic goals.
Background:
Bee was only two years old when his family immigrated to the U.S in 1987. He grew up in Saint Paul, MN with six other siblings. As the fifth eldest child, Bee was the first in his family to attend a four year university and was also the first person of Hmong descent to attend and attain a degree from MIT. In June of 2008, Bee graduated from MIT with a Bachelors of Science Degree in Aerospace Engineering. He continued his graduate education at the University of Michigan and received his Masters degree in Space Engineering in 2009. Bee believes that one of the most effective ways to help young students excel in the areas of Math and Science is to have access to a network of support. Bee believes tutoring can help students learn more efficiently as well as develop and strengthen their interests in the areas of Math and Science. Bee also is an Eagle Scout and continues to volunteer and give back to his boy scout community in Saint Paul, MN. In high school, Bee was chosen to represent the United States at the world Boy Scouts Jamboree in Thailand. Currently, he is a Systems Engineer at a rocket manufacturing company.
