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I peer-tutored in middle school for two years. I have not done any formal tutoring since then, but I do find that my peers in my current institution (Ursinus College) do often come to me for help in understanding and remembering concepts and in completing assignments.
This guided group research project involved looking at the short-term and long-term effects of concussions in student athletes, completing surveys and test batteries on student athletes and non-athletes, and looking at articles regarding the specific medical consequences of repeated concussions in athletes. We presented our work at the end of the spring semester at CoSA (Celebration of Student Achievement) at Ursinus College.
In this position, I helped to design and perform experiments involving whether or not a solvent mixture would dissolve a particular resin.
I designed and performed an experiment involving conditioned place preference (similar to classical conditioning with Pavlov's dog) and addictive substance administration in mice and rats. The mice were placed in boxes that were split into two compartments, one black and one white. When in one particular compartment, they received an addictive substance and therefore tended to prefer the side with which they associated receiving said drug. Prior to running this experiment, I had to set up parameters for the subjects (mice) of the experiment to have unbiased preconditioning; in other words, I had to, by manipulating sensory cues, reduce the mouse subjects' natural preference for one compartment of the box (usually the black one) so that there was no bias or skew in the classical conditioning experiment. The parameters I set up worked well (I used tactile and olfactory cues to reduce the bias), and the experiment was successful. I was glad to have some experience working, thinking, and solving problems like a true scientist.
I was a peer tutor in middle school.