Christopher Lewicki Email & Phone Number

Hartford, Ct, Us

Connecticut, United States

I take a data-driven approach to tutoring students, which consists of using their initial score reports to identify and target weak areas, and later assigning frequent practice tests to measure their progress.The company's benchmark is for students to acquire the equivalent of a 1.4% score increase per hour of tutoring received, a benchmark that I consistently meet if not surpass.This job also gives me opportunities to teach SAT or ACT classes of 5-15 students, during which I give them a thorough rundown of the structures of the tests and practical strategies on how to improve their scores.As of the evaluation meeting with my manager that took place on 06/24/2024, I meet or exceed all of the expectations Summit has for its tutors, including student score improvement, client feedback, and session report timeliness. In summary, my manager wrote the following:"Thank you for your continued commitment to Summit and to your students. We appreciate the work that you have done over the past year, and for taking so many changes... in stride. Chris, fantastic job this year... I look forward to working with you in the upcoming year!"

I collaborated with a team of novice data scientists to help the company identify bot accounts.My unique contributions include using Bayesian statistics, extensive feature engineering, and principal component analysis (PCA), which led to me discovering that the number of bot accounts is likely as much as 159% higher than previously thought.I invite you to watch the video of my presentation to Besample representatives to gain a comprehensive understanding of my contributions to the project: https://drive.google.com/file/d/18qabgZsi4mLEc5lP4P-heD6MGHahlaK_/view?usp=sharingAdditionally, my slide deck and README file can be found in the following GitHub repository: https://github.com/ChStLeGitHub/Bot-Detection-Externship(NOTE: To ensure the sensitive data of Besample users remain secure, I have deliberately excluded my Jupyter notebooks and the datasets from the repository.)

Connecticut, United States

One of my best friends is a co-owner of this company, and I was a temporary replacement for one of his employees who was away for medical reasons.I worked with my friend to deliver and assemble furniture in homes and offices throughout the state of Connecticut (and occasionally the state of New York as well).I thoroughly enjoyed gaining insight into what being a small business owner is like.Company Website: https://movinonnllc.com/

Gill, Massachusetts, United States

I taught an accelerated Precalculus course (akin to the one from 5 years prior) with two teacher interns. I gave my interns constructive feedback regularly, and we divided the workload approximately equally so that they could obtain experience with every aspect of being a teacher (planning lessons, writing tests, assigning homework, etc.).One new thing I tried out (which I'm glad I did) was doing an itemized analysis of students' test scores using a Google Sheet. By looking at the average score on each individual problem, it became easy to tell which concepts students understood well and which needed reteaching. It also helped me make an informed decision about how to curve a test, if appropriate.

Fryeburg, Maine, United States

May Term is a three-week term where many of the courses offer experiential learning opportunities. I myself taught a personal finance course titled "My Money, My Life" and a class akin to a Debate Club."My Money, My Life" was a condensed version of the year-long (personal) Finance course I had taught at the Academy when I worked there full-time.The Debate class was centered on having Oxford-style 1v1 debates where debaters were either for or against notions including the following:– Climate change is the most pressing issue facing humanity today.– Humanity's future should include the colonization of Mars.– Police brutality is a systemic problem in the U.S.– Too much of the U.S. federal budget is devoted to military expenses.

I worked with an AI research company to build conversational AI that can solve high school level mathematics problems and show students clear, accurate step-by-step explanations of the solutions.I was responsible for rating each step of a given AI-generated solution as either "Great", "Okay", or "Bad". – "Great" meant the step is easy to understand and accurately advances the solution. – "Okay" meant the step is accurate, but does not move the solution forward. – "Bad" meant the step is in some way inaccurate and/or poorly explained.Whenever a step was "Bad", I would write my own step to help the AI improve its solution.

Mexico City, Mexico

ASF is a K-12 international school that was implementing a new mathematics curriculum throughout all grades the year I worked there. I taught Algebra 1, Algebra 2, and Precalculus, and collaborated with the other teachers of those classes to smoothly implement the curriculum.On my end-of-year evaluation, the Head of Upper School stated the following: “Several students saw him as a transformational figure in their mathematical journey, often facilitating unexpected, but much hoped for success.”

Fryeburg, Maine, United States

I taught Algebra II, Geometry, Integrated Algebra & Geometry, Introduction to Mathematics, (Personal) Finance, Problem Solving, and Statistics I.One of my proudest accomplishments from my three years at the Academy is having heavily redesigned the Finance curriculum to focus on conceptual understanding of key financial concepts rather than rote memorization. I accomplished this by integrating a diverse array of learning opportunities including a stock market simulator, self-paced video lessons, projects involving planning out major purchases (vacation, car, and house), and frequent small-group discussions.I am also proud of having pioneered a monthly assignment where students researched real world applications of mathematical topics of interest and exchanged findings with classmates. This assignment was aptly called "When Will I Use This?", and I was thrilled to witness my students discovering how mathematics connects to making chocolate pudding, designing rollercoasters, and animating characters in Pixar movies, to name just a few examples.My department head thought highly of me; after observing a lesson during my second year, she wrote the following in her report: “Observing your teaching techniques and comfort in the classroom, I would never guess that you were in the beginning years of your teaching career. You seem to have developed positive relationships with your students and provide the type of engaging classroom environment that some veteran teachers are still striving for...”

Gill, Massachusetts, United States

I co-taught with the same veteran teacher as from the summer prior, but this time it was for Geometry. We placed a heavy emphasis on writing proofs so that students could acquire a deep understanding of the theorems and other key concepts. Furthermore, I found that the subject matter lent itself nicely to incorporating manipulatives and other hands-on learning activities.I was honored when my mentor teacher wrote in his recommendation that I "... was fully capable of running the entire course with no help from [the mentor teacher]." The full recommendation letter is attached.

Borough Of Barnet, Greater London, United Kingdom

Interning at Queen Elizabeth’s School for Boys (QEB), one of the highest achieving secondary schools in all of England, was an enormous privilege.I worked closely with one mathematics teacher to plan and teach lessons to a class of around 30 Year 9 (8th-grade) boys. My mentor teacher gave me a lot of credit for helping our students score higher than expected on the end-of-term exam, and I received a beautiful thank you card signed by the whole class.Additionally, I co-led weekly mathematics club meetings with a fellow teacher-in-training, for which I prepared logic puzzles, riddles, and number theory problems for students to solve.I also broadened my teaching skills by co-leading a weekly Philosophy Club with the Philosophy, Religion & Society department head. During the meetings, we debated morally ambiguous dilemmas; I was blown away by how mature and thoughtful young students can be if the teacher sets the bar high and chooses truly interesting discussion topics.Attached is the letter of recommendation I received from the school's headmaster, in which he described me as "a most able scholar, educator and an outstanding young man".

Gill, Massachusetts, United States

My main responsibility was co-teaching an accelerated, five-week Precalculus course that students were taking for credit along with a veteran (30+ years) teacher. The class met for three hours in the morning six times per week, and again for an hour and a half in the afternoon four times per week. Due to the long hours and rapid pace of the course, I learned the value of using multiple teaching methods for each lesson (e.g. gamification, group work, manipulatives, etc.) to keep students engaged. I also gave my students weekly error analysis forms in which they identified the kinds of errors they made on the most recent test and reflected on what they could do to score higher on the next test. I was flattered by the positive feedback I received from my mentor teacher, who wrote a glowing letter of recommendation in which he described me as “... one of the very best teaching interns I have ever worked with. He is that rare combination of a brilliant mathematician and gentle, nurturing instructor.”The full recommendation letter is attached.

Storrs, Connecticut, United States

This tutoring center is located in the Homer Babbidge Library at the University of Connecticut (UConn).I tutored fellow UConn students in the following subjects: Pre-Calculus, Mathematics for Business and Economics, Calculus for Business and Economics, Calculus I, and Calculus II.Regarding my demeanor, a graduate student working as a manager for the Quantitative Center had the following to say when I was declared the mathematics "Tutor of the Week" for the week of February 8, 2016:"Chris is fantastic at interacting with the tutees... He constantly brings a positive attitude into the Q Center. He transfers this positive attitude into a positive experience for both the students he works with, and the tutors working around him."I was again selected as one of the Tutors of the Week for the week of October 24, 2016, where my graduate student manager had the following to say:"Chris has been amazing for the past few weeks; his tutoring ability is great as he manages to explain concepts in great depth and detail for students, [and] he also asks questions while he's tutoring and makes sure the students fully grasp the concept, he is also very positive and patient with each of his students."

Data Science

TripleTen's Data Science bootcamp is a rigorous course consisting of 700 hours of Python programming and 16 projects that closely mirror.

M.A., Curriculum And Instruction

GPA: 4.0/4.0 The first semester of this school year was spent studying abroad in London, England, where I did an internship.

B.A., Mathematics

GPA: 3.805/4.000, Phi Beta Kappa, magna cum laude Phi Beta Kappa is the oldest honor society in the United States. Membership is.

B.S., Secondary Education (Concentration: Mathematics 7-12)