Kate

Tutoring Experience

I completed my Masters of Science at the University of Oxford in Comparative Social Policy, graduating with a First-Class degree and winning the George and Theresa Smith award for Best Thesis. My Master's concentration was in health and social cohesion, and my thesis completed an interstate comparison of Medicaid work requirements. I completed my Bachelors of Science in the United States at George Mason University, where I majored in Health Administration and Policy and minored in Public Health, graduating with a 4.0 GPA and winning the Association of University Programs in Health Administration Scholarship.

I am a passionate PHD student at the University of Oxford with a background in Health Administration and Social Policy studies, patient engagement advocacy, and career in federal research and development for health monitoring technologies. My dissertation research uses interviews, discourse analysis, and clinical observations to investigate and compare how digital health interventions are replacing traditional health care pathways in the area of infertility. I belong to Trinity College, and am a Trinity College Middle Common Room (MCR) Committee Member.

Prior to beginning my PHD research, I’ve worked as a research assistant investigating social determinants of health and health system resilience, completed graduate methods courses and a dissertation applying process tracing, and co-authored literature on online health mis/disinformation highlighted by the CDC. Throughout my career I have applied my training to gather technical requirements for clinical telehealth research tools, keynoted presentations on patient-generated health data at international and domestic conferences, and collaborated with the private and public sector to inform policy and product development. Additionally, I’ve contributed to operations and development for a large public health monitoring tool, leading user acceptance testing, authoring technical documentation, and performing software testing to accelerate containment of COVID-19.

I have considerable experiencing mentoring high school and college students through professional organisations, as a University intern line manager, as a teaching assistant, and volunteering with a nonprofit group that offers tutoring and admissions support to refugees and asylum-seekers in the United States. Overall, I've led group tutoring sessions, classroom lessons, and individually tutored students from ages 16-21+.

It’s important to me to meet students where they are and apply pedagogical strategies to ensure students feel supported in their learning style and confident in their work and progress. I've successfully mentored international students through the application process, helping to translate the differences between UK and US University expectations. In particular, I have strengths in helping to structure and edit personal statements, writing samples, and CV/resumes for applying to US vs UK institutions, in part guided by my own experience. I've provided group tutoring and mentorship to high-performing students in underserved communities in topics ranging from exam preparation to interviewing and scholarship applications.

Additionally, I've provided close one-on-one tutoring to EAL (English as an additional language) students for high school and college-level classes, and the university application process. Coaching students through the admissions process has been a particularly rewarding and engaging role, and I’m thrilled when I get to celebrate my student’s acceptances and competitive scholarship packages. Lastly, as a teaching assistant at Oxford’s Department of Primary Health Care, I’ve also helped postgraduate students learn Qualitative Methods and Qualitative Interviewing, and led lectures on digital health and software development.

Tutoring Approach

I have also worked extensively to support students with diverse backgrounds and learning needs. I believe in the importance of meeting students where they are, acknowledging their unique learning styles, and tailoring my pedagogical strategies to ensure their success.

Mentoring international students through the application process, I understand the challenges they face in navigating the differences between UK and US university expectations. By leveraging my own experience and knowledge, I have been able to effectively guide these students in translating their skills and achievements into compelling personal statements, writing samples, and CV/resumes that resonate with both US and UK institutions.

I have actively engaged in providing group tutoring and mentorship to high-performing students in underserved communities. Recognizing the barriers they may encounter, I have focused on equipping them with the necessary tools and knowledge to excel in various areas, such as exam preparation, interviewing skills, and scholarship applications. By fostering a supportive and inclusive learning environment, I aim to instill confidence in these students and empower them to reach their full potential.

I firmly believe that every student deserves equal access to educational opportunities, regardless of their background or circumstances. By combining my expertise in mentoring and pedagogy with my passion for supporting students from diverse backgrounds, I strive to create an inclusive and empowering learning environment where all students can thrive.