Fun Facts About Me

(Two Truths and a Lie):

1. I am a Salsa Dance Instructor.

2. I can do a handstand.

3. I play piano by ear.

Which one is the lie? 🤷🏾‍♀️

About Me

As a teacher’s kid, I have always been immersed in education. Additionally, without fully realizing it until a later age, I loved math – from finding pleasure in making equations with numbers on license plates (I really wish this wasn’t true) to memorizing countless confirmation numbers to beating cash registers, numbers entertained me. However, I hadn’t realized that I was gifted in math until I was paired with my 8th grade math teacher and started taking sessions with a private tutor. During the 6th and 7th grades, I was made to think that I was incapable of being good at math, but once I encountered educators that made a conscious effort to teach math in an accessible manner, the rest was history. 

Over the years, I have enjoyed seeking math in everyday activities and experiences. As a pianist, I have learned to recognize mathematical patterns and relationships in music. As a dancer, I have seen physics in action. As a statistician, I have come to realize the practicality and necessity of math to represent conditions and relationships. 

During my time as a graduate student and researcher at New York University, I was blessed with countless opportunities to witness the impact of statistics. I learned how to assess associations between exposures such as race/ethnicity, gender, socioeconomic status and health outcomes. For my thesis, I had the opportunity to statistically analyze the conditions of playgrounds in St. Louis, MO in relation to race and socioeconomic status and depict the disparity in opportunities for physical activity that the city’s children are receiving. 

As a licensed substitute paraprofessional under the New York City Department of Education, I have noticed the variety in the way students with or without learning and social challenges learn as well as the need for variety in the way teachers teach. My various teaching experiences have fueled a passion in me to continue to make mathematics and education palatable for students. I value the responsibility of teaching math because I recognize the power of the subject. I have been able to make a difference in the lives of my students by clarifying material, and I can only imagine what connections they will be able to make with math in their futures. As a statistician, the trainings and analytical support I have offered over the past 6 years have served to equip professionals in various industries (clinical research, chemical solutions, and pharmaceutics) with a proper understanding of their data and, in turn, and how to maximize efficiency and reach team/company goals.

Yes, tutoring is about helping to boost grades and understanding. However, I also believe that it is an opportunity to engender passion in students and professionals to further their education and see what differences can be made with the traditional subject of math. Math depicts situations and highlights areas that need improvement. It changes lives. Having students come to understand this can truly make unimaginable differences. All students should be made to feel like they are capable of understanding math, and it is my responsibility as an educator to give them the tools to do so. If my 8th grade teacher nor my private tutor hadn’t done so, I would not be near where I am today.

My Credentials

• New York University ‘19, M.P.H. in Biostatistics, 4.0 GPA

• Cornell University ‘16, B.S. in Biology and Society

• Mathematics Tutor (2013-Present)

  • Provide one-on-one tutoring for K-12 math, SAT math, and high school to graduate-level statistics

• Licensed Substitute Paraprofessional under the NYC Department of Education (2015-Present)

  • Work one-on-one in the classroom with children with special needs and learning challenges

  • Adapt class material to students based on their individual learning styles

• Graduate-Level Biostatistics Teaching Assistant at New York University (2018)

  • Supported 40 local and international students in statistical software and Introductory Biostatistics material by providing analytical and concept clarification both virtually and in-person

• Biostatistician

  • Provide statistical support for researchers in various industries including Public Health Clinical Research, Chemical Solutions and Pharmaceutics for 6 years

  • Lead virtual and in-person Basic Level Statistics and Design of Experiments trainings to professionals across the Globe

  • Perform statistical analyses using Stata 16, SAS 9.4, R, JMP 16, Minitab, and MODDE

  • Collaborate with professionals to develop study design and communicate statistical findings

  • Provided statistical support for physicians and resident doctors in New York City Hospitals