Hanyuan

I believe my tutoring sessions are an excellent fit for 2e (twice-exceptional) students because I can simultaneously meet their advanced abilities and their unique learning challenges. Although I haven’t formally worked with students diagnosed as 2e, my experience supporting a high-achieving chemistry student with a hand‑motion impairment demonstrates my flexibility and commitment to individualized instruction.

First, I challenge gifted learners by diving deep into conceptual chemistry topics—such as enzyme kinetics in biochemistry or molecular orbital theory in organic chemistry—while providing enrichment materials that extend beyond standard curricula. My Ph.D.-level background in protein science and computational chemistry enables me to design advanced problem sets, research-inspired mini-projects, and exploratory simulations that keep highly capable students engaged.

At the same time, I scaffold instruction for students with learning differences by:

Adapting Materials: Creating large-print and digital diagrams, tablet-friendly worksheets, and interactive simulations to reduce fine-motor demands.

Leveraging Assistive Technology: Integrating voice-to-text software for writing tasks and using screen-recording tools to review lab demonstrations at any pace.

Chunking and Pacing: Breaking lessons into manageable segments, punctuated with formative checks (quick quizzes or reflection prompts) to reinforce understanding and maintain focus.

Multisensory Teaching: Employing visual aids, hands-on virtual labs, and real-world analogies to address diverse learning styles and strengthen concept retention.

Flexible Assessment: Offering extended time on quizzes and allowing alternative responses (oral explanations or annotated diagrams) to accommodate fine-motor or processing challenges.

My approach is both rigorous and supportive: I maintain high expectations through data-driven assessment and enrichment, while fostering a safe, encouraging environment where 2e students feel comfortable sharing their needs. By tailoring the lesson structure and resources to each student’s profile—honoring their curiosity and managing their challenges—I empower twice-exceptional learners to excel in general and organic chemistry.

I believe my tutoring sessions are an ideal fit for profoundly gifted students because I can design deeply challenging and intellectually stimulating experiences that match their rapid learning pace and advanced curiosity. My own journey—earning a Ph.D. in Chemistry from Texas A&M University and leading research projects in computational biochemistry—gives me firsthand insight into tackling complex scientific problems. As a Research Assistant, I developed high‑throughput enzymatic assays and conducted multi‑microsecond molecular dynamics simulations, and I’m prepared to translate that level of rigor into enrichment activities for gifted learners.

Advanced Enrichment & Independent InquiryI craft bespoke mini‑research projects (e.g., enzyme kinetics modeling or protein‑ligand docking challenges) and guide students through literature reviews and data analysis, encouraging them to think like practicing scientists. My publication record and experience presenting at ACS conferences allow me to mentor students in scientific communication—writing abstracts or creating posters.

Accelerated Pacing & DepthFor profoundly gifted learners, I accelerate the curriculum by introducing graduate‑level concepts—such as quantum‑mechanical treatments of bonding or nonlinear reaction kinetics—paired with targeted problem sets that push their mastery beyond standard coursework.

Mentoring & CollaborationI have tutored advanced high school and college students through UW–Madison’s SALCS program and organized TAMU Science Bowl teams, fostering peer collaboration and leadership. I meet each student’s readiness level, offering seminars on specialized topics (e.g., bioinorganic reaction mechanisms) and connecting them with external competitions or summer research internships.

Supportive, High‑Expectation EnvironmentI hold students to high standards—using data‑driven assessments to track progress—while providing the encouragement and autonomy they need. My experience adapting instruction for diverse learners ensures that even at an accelerated pace, profoundly gifted students feel fully supported as they explore chemistry’s frontiers.