A Little Bit About Myself:
I graduated with both my BS in Chemical Engineering ('19) & M.Eng. in Biomedical Engineering ('21) from Texas A&M University.
After receiving my M.Eng. I joined Teach for America and am currently a high school mathematics teacher for a Title 1 school (96%+ economically disadvantaged). I have taught high school mathematics for 3 years and have been an instructor of record for— Algebra II Honors, College Algebra, Statistics, and CP Mathematics (non TSIA2 met students).
I hold a Texas Educator Certificate, Mathematics Grades (7-12).
Overview of the Project:
Screened-Instructor is a side project I've been working on since May 2016 (when I was an undergrad studying Chemical Engineering), and it covers:
Chemical engineering
General chemistry
Pre-Algebra
Geometry
Algebra I & II
Precalculus
Calculus I, II, and III
Differential equation
Numerical analysis
Statistics
Grammar
Medical Terminology
Q&A with Faculty and Staff at Texas A&M
My core belief:
I believe all students deserve a quality education no matter their race, zip code, and other uncontrollable factors. Because when given the opportunity students can and will shine and demonstrate their multitude of talents. Hearing the "Aha!" moments in my students' voices, strengthen my belief that curiosity and the idea of problem solving shows no barriers.
Initial Spark to make videos:
Attending college presents many challenges in itself. First generation low-income students have tremendous pressure both internally worrying if they are “good-enough” to externally-- facing family pressure being the first in their family to attend college. For three summers ('16, '17, '19) I was a mentor and tutor for a camp where the incoming students were first in their family to attend college (in particular they were all engineering majors). I saw students who upon entering the program score poorly on a required math placement exam, which covered primarily algebra and precalculus. Many of these students have not taken calculus while their peers of incoming engineering students as a whole have taken calculus I-II.
Having worked this program for three summers I have countless stories of seeing students that I tutored/mentored who entered this program receiving a 25/100, but left with a near perfect math placement score. In addition, having done this program for 3 summers-- I was able to see my mentees graduate. It is definitely a great feeling knowing that many of them are now able to help their family both financially and mentor their own siblings and relatives in the college process.
Seeing the impact I was making during summer ’16 it gave me the initial idea to start tutoring to scale. I created this channel during this time, and wanted to cover material at first that I thought specifically these students needed—basic refresher of the material like factoring. Fast forward to date, I have continued to make tutorial videos and have now published ~2,000 videos covering many topics—math, science, engineering, and grammar.
I believe a quality education can open countless doors. It is my hope that this project can benefit a wide range of students and life-long learners.
Measuring Impact:
Macroscopic View
At this moment, my tutorial videos (YouTube) have hit +3 million views. Thinking about this if each view is equal to 1 or 2 minutes of actual watch-time this would be +75,000 hrs (using 1.5 min avg watch-time basis) of educational content consumed. To show the significance of this number if one was to volunteer and tutor one student for 3 hrs a day (work 9 am- 5 pm & volunteer 6 pm- 9 pm) it would take a person +25,000 days or ~+68 years to accomplish this feat.
Microscopic View
I enjoy making tutorial videos and seeing comments like
"Finally something that made it click in my head!!!".
“Really good, useful video. Fully instructional and doesn't hang around - perfect!”