About Us

Eliotte Garling Ph.D. began her work as an educator during at Reed College, working as a TA (teaching assistant) teaching students how to understand general & advanced chemistry alongside general & advanced biology. While teaching these classes, Eliotte realized that students struggled with the material because it was presented in a way that did not match how they learned.

This realization sparked a passion for developing multiple ways to explain complex concepts, drawing on analogies, visual models, hands-on activities, and real-world applications to make challenging material more accessible. These early experiences laid the foundation for her individualized, evidence-based approach to education.

After graduating with her BA in Biology, her mentorship continued as a lab technician at the Fred Hutch Cancer Research Center, where she mentored high school students in a professional environment, introducing them to laboratory techniques, experimental design, and scientific inquiry. Working alongside aspiring young scientists reinforced her belief that meaningful learning happens when students are actively engaged, encouraged to ask questions, and, above all: their curiosity is nurtured.

At the same time, Eliotte expanded her teaching beyond the traditional classroom by tutoring adult learners through the Service Employees International Union (SEIU) Healthcare Education Program. During this time, Eliotte worked with incumbent healthcare professionals seeking to advance their careers by strengthening their science and healthcare knowledge. Eliotte helped them prepare for certification exams, college coursework, and new professional opportunities. Teaching students from vastly different educational, cultural, and professional backgrounds revealed that successful learning depends, not on innate ability, but on finding the instructional approach that best aligns with each individual's way of thinking.

During graduate school, Eliotte served as a Graduate Student Instructor (GSI), teaching undergraduate courses in General Biology, Plant Biology, Genetics, and Genomics. In these roles, she was responsible for leading laboratory sections, facilitating discussions, teaching complex scientific concepts, and helping students develop critical thinking and scientific reasoning skills. Her Ph.D. training allowed her to bridge the gap between cutting-edge research and undergraduate education, making challenging topics approachable while fostering curiosity and confidence in the classroom.

Beyond formal instruction, Eliotte became a trusted mentor for students navigating the academic and emotional demands of higher education. Drawing on evidence-based educational practices and cognitive science, she supported students experiencing executive dysfunction, test anxiety, time management challenges, perfectionism, and imposter syndrome. Eliotte focused specifically on equipping them with sustainable learning strategies, organizational systems, and self-advocacy skills that would serve them throughout their academic and professional careers.

While teaching at UC Berkeley, Eliotte also taught individualized classes for students in grades 1–12, providing personalized instruction across a wide range of subjects, including AP, Honors, and General Biology and Chemistry, as well as mathematics and writing. Teaching students from early elementary through college gave her a unique perspective on how learning develops over time. Eliotte recognized that many academic struggles stem not from a lack of intelligence, but from gaps in foundational knowledge, ineffective learning strategies, or instruction that fails to match a student's learning profile.

By combining the analytical rigor of a Ph.D. with teaching credentials, years of classroom instruction, and experience supporting learners across every stage of their educational journey, she developed a highly personalized, research-informed approach that empowers students to build confidence, think independently, and achieve lasting academic success.

After years of working with students from elementary school through college, Eliotte recognized that many students struggled in school, not because of a lack of ability, but because their education was not designed to accommodate their unique learning profile.

Teaching students across diverse ages, backgrounds, and career stages deepened Eliotte's understanding that effective education begins with understanding the learner. These experiences reinforced her belief that meaningful academic growth occurs when instruction is thoughtfully adapted to each student's unique strengths, challenges, and learning style.