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Rami Dabit
A graduate of UC Santa Barbara and the College of San Mateo, Rami Dabit has a passion for developing an accessible pathway to higher education for all.
Rami began his journey in the suburb of Daly City, California before specializing in mathematics, physics, and programming at the College of San Mateo, enamored by opportunities: a fresh start at a community college, becoming an active member of the community, and a chance to mentor peers and curious students from other schools.
After transferring to UC Santa Barbara, he completed his bachelor's degree in computer engineering as well as a master's degree in electrical and computer engineering. Albeit mostly spent on research, his time at the UC allowed for him to connect the dots between his early passion for tutoring, strong mathematical foundations, and real-world applications of course material.
Rami is an L1 tutor certified by the College Reading & Language Association, and has taken courses in pedagogy for college and university teaching in addition to effective tutoring and practice. He is a strong believer that so long as one maintains a willingness to learn, the benefits and opportunities unlocked by education are limitless.
Teaching Philosophy
As an educator in the STEM fields, my aim is to facilitate a learning environment which is safe, inclusive, and welcoming of students from all academic and non-academic backgrounds. Though the areas of math and science may often seem daunting, creating a strong foundation in these subjects allows students to solve real-world problems and challenges. At the heart of this foundation are critical thinking and logic-based reasoning techniques which prove to be useful not only in the growing technology industry, but also in the students' abilities to cultivate personal interests, manage life's many obstacles, and effectively plan for the future.
The primary role of a teacher is to lead with empathy in offering guidance to their students by sharing perspectives from their own studies, industry experience, and professional mentors. In addition to the subject matter at hand, students should feel that their teacher cares about their individual potential and ability to succeed. I believe students learn best when they understand the relevance of course material, are able to adapt it to meet their needs, and have the freedom to express their agency in how new material may be applied in their own lives.
To inspire a growth mindset, one must be willing to continuously cycle between the processes of learning and reflection. I have noticed that students learn well when they are provided with a step-by-step overview to begin, which is why I intend to guide students through scaffolding or laddered question-asking. I also intend to offer an impartial overview of material such that students are able to develop an understanding of various perspectives. This mutually allows students to feel comfort in knowing that their questions will be answered thoroughly and free of bias. In my teaching, I will keep students' best interests in mind, empower them to overcome obstacles, as well as point them in the direction of open doors to advance and excel in academia and their future careers.
Diversity Statement
In leading my teaching sessions, I abide by the key idea of culturally relevant teaching; that is, "everyone is different and everyone is together." In every person's journey, there will inevitably be setbacks which cause us to reconsider the path we are choosing to take. It is important to keep in mind that the growth mindset we have built through the present is what will help us continue forth. Rather than associating success with luck, natural ability, or innate talent, we shall attribute the fact that we have made it to today to hard work on an individual, group, and community-based level.
From a teaching perspective, this is done by minimizing danger and maximizing reward. In practice, this means adopting flexible classroom policies, implementing a low-stakes framework, as well as checking in and responding with students. Every teaching session is an experiment with the goal of achieving the hypotheses outlined in the course learning outcomes. Knowing that we all make mistakes, we champion the Scholarship of Teaching and Learning for an evidence-based review of whether or not our mission has been achieved, whether or not students achieved the desired outcomes, and what should be improved or revised for the next iteration.
Finally, given the tumultuous nature of the world we live in, transparency and open discussion of the problems we face becomes critical to fostering a culture which is inclusive of those from diverse backgrounds. As a first-generation student and American, I prioritize the creation of a sense of belonging and confidence for those driven to break barriers, become leaders, and craft a brighter future for generations to come.
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