I have always needed to understand the hows and the whys of life, have always had an internal drive to boil down complex situations into a manageable set of rules and parameters. And, upon meeting that need, and equally imperative need swiftly follows: the need to share that understanding with others. The first time I experienced these twin desires in relation to science was at the age of nine. Being homeschooled, my mother included watching Nova and Scientific American Frontiers as part of my schooling assignments. The program that captured my attention focused on the tragedy at Three Mile Island and as soon as it ended my quest for understanding began. I started researching everything I could about nuclear reactors, how they function, and
…show more content…
Most people who knew me growing up thought I would pursue something in the field of literature, or maybe law, which was understandable since I am an avid reader and capable public speaker and writer. Pursuing a scientific degree was even more unorthodox given that I placed into the second most remedial math class and had never actually had chemistry or biology class or lab before. But I would not be deterred. I knew what I wanted and I was going to do what it took to get it, which at one point included working three part-time jobs to pay for my part time classes. Then, after transferring to the University of Houston to get my bachelors degree, I took Calculus III and discovered I liked mathematics. I decided to switch from a biology minor to a math minor and, as I progressed through my courses, my love for both math and chemistry increased, particularly as the more abstract and theoretical concepts in Graph Theory and Thermodynamics were introduced. The topics of most interest to me are those which occur at the disciplinary boundaries; topics which pull together the chords of physics, math, and …show more content…
During most of my time at Houston Community College I worked as a Supplemental Instructor for a History professor, which involved holding tutoring session, helping student manage their coursework and assignments, and conducting review sessions before exams. Like many students, I was not initially enthusiastic about taking a year of US History courses, however I found that the right professor can make even the most mundane topics not only interesting, but meaningful. When I had the opportunity to tutor for those same courses, I realized how much I enjoy the opportunity to pay it forward and help other students find, if not real interest, at least success in an otherwise unappealing topic. SImilarly, when I learn something new and interesting, I am still often compelled to share that revelation with others. While working as an art teacher, I would often share small factoids with my students about the refraction of light at surface boundaries or the chemical compositions of pigments. In study groups and lab courses, I often become the go-to person for questions my peers are too shy to ask the instructor, and I enjoy this role. Explaining problems or procedures to others reinforces my understanding and, honestly, the best moments for me are when I can help someone else achieve an ‘ah-ha’ moment. Several times, I have been told by peers that I am good at breaking down complex concepts and explaining them in ways
Most people who knew me growing up thought I would pursue something in the field of literature, or maybe law, which was understandable since I am an avid reader and capable public speaker and writer. Pursuing a scientific degree was even more unorthodox given that I placed into the second most remedial math class and had never actually had chemistry or biology class or lab before. But I would not be deterred. I knew what I wanted and I was going to do what it took to get it, which at one point included working three part-time jobs to pay for my part time classes. Then, after transferring to the University of Houston to get my bachelors degree, I took Calculus III and discovered I liked mathematics. I decided to switch from a biology minor to a math minor and, as I progressed through my courses, my love for both math and chemistry increased, particularly as the more abstract and theoretical concepts in Graph Theory and Thermodynamics were introduced. The topics of most interest to me are those which occur at the disciplinary boundaries; topics which pull together the chords of physics, math, and …show more content…
During most of my time at Houston Community College I worked as a Supplemental Instructor for a History professor, which involved holding tutoring session, helping student manage their coursework and assignments, and conducting review sessions before exams. Like many students, I was not initially enthusiastic about taking a year of US History courses, however I found that the right professor can make even the most mundane topics not only interesting, but meaningful. When I had the opportunity to tutor for those same courses, I realized how much I enjoy the opportunity to pay it forward and help other students find, if not real interest, at least success in an otherwise unappealing topic. SImilarly, when I learn something new and interesting, I am still often compelled to share that revelation with others. While working as an art teacher, I would often share small factoids with my students about the refraction of light at surface boundaries or the chemical compositions of pigments. In study groups and lab courses, I often become the go-to person for questions my peers are too shy to ask the instructor, and I enjoy this role. Explaining problems or procedures to others reinforces my understanding and, honestly, the best moments for me are when I can help someone else achieve an ‘ah-ha’ moment. Several times, I have been told by peers that I am good at breaking down complex concepts and explaining them in ways