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Psych n Stats Tutor (Charmayne Paul); TLDR
I help psychology students in Australia access affordable private tutoring to excel in their studies. We meet as regularly as the student likes on Zoom, for 1-2h sessions*.
The tutorial is run as per the student's identified needs. For example:
- prepping for a unit, an exam, or a meeting with a thesis supervisor
- outlining assessments and establishing an accountability plan
- editing a draft together to meet marking criteria and providing a 'sounding board' with feedback
- support with entering and analysing data, as well as writing up results
- placement debriefs and linking journal entries to policies, legislation, and PsyBA Code of Conduct
- and so much more (I've been tutoring on and off campuses for 15+ years!)
Psych n Stats Tutor is for the psychology student striving for competence and confidence as an emerging professional.
My pedagogical blend is student-centered authentic learning, drawing on embodied learning practices of the ancients and classical education. I provide scaffolds, prompts, frameworks, and alignment with intended learning outcomes of the student's class to provide constructive alignment of our tutorial activities.
Tutorials with me are not 'just participation', rather, opportunities to develop your professional identity and sense of taste (judgement) about the materials engaged with inside and outside of the classroom.
My qualifications as a higher ed educator include an Associate Fellowship with Advance Higher Education; a Bachelor in Psychology (Hons.); a Graduate Certificate in Tertiary Teaching and Learning Development; a certificate in TESOL, and the ongoing role of academic casual and or lecturer at several Australian universities (e.g., JCU, CQUni, GriffithU, and Charles Darwin University). Also, I am part of an international research team investigating use of the Survey of Attitudes Toward Statistics (SATS; Schau, 1995, 2003)(our fist publication: https://doi.org/10.7565/ssp.v5.6949
Psych n Stats Tutor's ABN: 53 772 239 596 and a tax invoice can be issued on request; my business is registered with ASIC, and I am base in FNQ.
*Note bene. When it's crunch time, a thesis student or three has been known to book for a 4-5h slot in a day... we make time for short breaks though ~:-)
Schau, C. (2003, August). Students’ attitudes: The “other” important outcome in statistics education. Paper presented at the Joint Statistical Meetings, San Francisco, CA. https://statlit.org/pdf/2003SchauASA.pdf
Schau, C., Stevens, J., Dauphinee, T. L., & Del Vecchio, A. (1995). The development and validation of the Survey of Attitudes Toward Statistics. Educational and Psychological Measurement, 55(5), 868–875. https://doi.org/10.1177/0013164495055005022
References
The Story of Psych n Stats Tutor
As an undergraduate in psychology, I wanted more time to talk through psyc and stats concepts, not just “get through” them.
Some tutorials and lecture materials had gaps (e.g., were not updated regularly or I was told 'not to worry about that' when I asked questions at times. I saw these unnecessary gaps between intended learning outcomes, and what was delivered in the classes or commented on in the assessments. I also felt overloaded — too much information in too many places, and given the life juggle I thought, "I don't have enough thinking time to 'get' this material". Though, my study strategy mirrored my lifestyle at the time of being all over the shop.
So I did what psychology at university was training me to do: I turned a critical lens onto my learning and the instruction I was receiving and asked, “How would I do this better?”
I started tutoring while I was an undergrad, helping classmates with statistics and research methods, which also helped me to learn. Later, as a postgrad, I ran stats workshops. And I kept training in the background (much self-directed professional learning via ytube, reading, and starting a blog), While my private tutoring endeavor grew I took up housekeeping and office-cleaning, and applied my scientific methods skills there too!
Given the latter role, I started and ran a not-for-profit for several years. We recycled so much stuff that people let go in their office bins or home declutters, via work-for-the-dole crafting projects. The community outreach side of the NFP provided opportunities to apply my psychology studies in project planning, implementation, and evaluation.
Eventually, I returned more fully to tutoring — and also stepped back into university tutoring roles, which sharpened my marking, feedback, and curriculum alignment across different undergrad and postgrad psychology levels.
Across time I better clarified the thread running through my psychology and statistics teaching practices: A return to approaching learning with a sense of curiosity, discovery, and that 'so excitement' feels.
My tutorials and learning resources more and more began to incorporate learning scaffolds and providing the student with room for creative thinking space.
Nowadays~ I am knee-deep in the world of ethical application of AI in higher ed, and leveraging its potential to speed up creation of high quality learning resources. This has also allowed for me to have more time in my tutor-life to read, attend professional development workshops, and to thrive as a well-rounded community member in the rural tropics of FNQ. To date, my tutor-life includes hobbies such as backyard farming (much chicken chasing), crafting, and fishing, hiking, and camping.
Meanwhile~ my psych n stats tutoring services can be accessed here, via email (psychnstatstutor dot outlook dot com, or make contact in the chat right below.
