Meet our expert tutors
At Immerse Education’s Cambridge academic summer programmes, participants have the unique opportunity to study the subject they are passionate about in university-level programmes that are designed and taught by expert tutors. Participants are encouraged to stretch themselves beyond the boundaries of a school curriculum, and to delve into completely new and challenging content. The Immerse Education academic syllabuses and our team of tutors are what set our academic programmes apart.
An Immerse Syllabus
Each of our courses have been designed by world class tutors.
All 16-18 year old programmes have been carefully curated with the aim to provide high school students with a taster of what it is like to study a subject at university-level. So whether you have chosen the subject you want to pursue to a higher level or you cannot decide what to study at university, our academic summer programmes will help you further your passions and solidify your choices.
A Immerse Education Tutor
All of the Immerse tutors have extensive experience tutoring undergraduates. Furthermore, the Immerse recruitment process is vigorous to ensure that every single one of our tutors is engaging, supportive and passionate, with the drive to ignite a similar passion in the students. All of our tutors complete a DBS check before joining the programme.
Inspire, Challenge, Discover
Immerse Education’s mission is to provide students from across the world with a unique and unforgettable academic experiences, students should leave our programme feeling inspired and excited by the subject of choice. Our philosophy is that each of our participants should feel challenged with interesting academic concepts. In small-sized classes, our participants are encouraged to really push themselves intellectually and to develop their skills as a learner.
Furthermore, we aim to provide students with an academic programme that is representative of their chosen subject at university-level. By joining our award-winning academic summer programmes, you will be inspired in your learning, you will challenge yourself and you will reach new academic heights, discovering a fascinating academic world outside of school!
Read on to learn more about our tutors, their research and their academic passions.
Trina Malone is currently completing a PhD at St John’s College, Cambridge, focusing on the law of habeas corpus. Trina is particularly interested in public law, legal history and international law, but also enjoys legal theory and various areas of private law too, such as torts. Before starting my PhD, Trina worked as a legal practitioner in Australia and as a Judge’s Associate at the Supreme Court of Victoria. Trina joined the Immerse Education Program in 2017 and very much enjoyed the opportunity to meet students who are considering embarking on their own journey as a lawyer. More information on Trina’s background can be found on her faculty profile.
Jerelle Joseph graduated from the University of the West Indies (UWI Cave Hill Campus, Barbados) with a BSc in Chemistry and Mathematics, before subsequently pursuing an MPhil in Chemistry at the UWI, where her research was focused on modelling halogen bonding (a special type of non-covalent interaction). Currently, Jerelle is a PhD student and tutor at Cambridge, where she uses computers to study protein folding.
Proteins are responsible for numerous functions in the human body; including chemical transport, recognition and catalysis. However, to perform their function most proteins need to adopt a specific structure (“fold”). Moreover, when proteins do not fold properly (mis-fold) their normal functions are hindered. Discovery of the implications of misfolded proteins in diseases such as Alzheimer’s, Parkinson’s and various cancers, as well as the role of protein interactions in the progression of HIV infection, have fostered a communal effort between experimentalists and theoreticians in the field of drug design.
A detailed understanding of how proteins fold (and mis-fold) is an important precursor to engineering effective therapeutic agents. During my PhD, I have conducted computer-based investigations of protein folding and integrated several approaches to: (1) improve the efficiency of computer simulations of proteins, (2) model complex changes proteins, and (3) accurately describe the folding behaviour of intrinsically disordered proteins (IDPS).
Meet Jerelle on the Chemistry programme!
Babak Mohammadzadeh is a PhD Candidate and tutorial supervisor of Politics and International Relations at Cambridge University. Prior to joining Cambridge University, Babak Mohammadzadeh worked as a policy advisor for the Permanent Representation of the Netherlands to the United Nations and the Dutch Association of Universities in The Hague. His current research focuses on the development of state capacity and military organisation in Iran and Saudi Arabia over the 20th century. More broadly, Babak Mohammadzadeh is interested in the study of authoritarian regimes.
and their foreign policies. His work has appeared in academic outlets such as The International
Spectator and The Conversation.
Jack completed his undergraduate at the Bartlett School of Architecture at University College London (UCL) in 2014, receiving the Henry Bartlett Scholarship in his final year for his design work on architecture and antibiotic resistance. After being recruited by Rogers Stirk Harbour + Partners, Jack worked on a new terminal for Geneva Airport before taking a second year-out to work with ARUP engineering on a transport-hub in Riyadh.
In 2016, Jack began his masters at the University of Cambridge. His MPhil work on neurodegeneration and urban architecture was exhibited at the London Festival Architecture and was additionally awarded the RIBA Wren Scholarship. In 2018, he was appointed a Winston Churchill Fellow and is currently continuing his research on neurodegeneration in collaboration with the British Council. In addition to his research, Jack is regularly invited as a guest critic at UCL, and runs design workshops for undergraduates at the University of Cambridge.
After a Masters in Ancient Philosophy and a teaching qualification in Classics, Dr Christian Keime taught Greek and Latin in secondary schools and Comparative Literature at university. For several years, he also edited classical texts for the Garnier-Flammarion Publishing Company, trained racehorses and re-educated mentally stressed horses. These activities allowed him to explore from different perspectives important questions: what is knowledge and how should we transmit it?
In addition to these professional experiences, Christian has been a constant reader of Plato since his early adulthood: his is now writing a PhD on this philosopher, while teaching Philosophy, Greek Language and Greek Literature in the department of Classics at Cambridge University. His research focuses on one of Plato’s dialogues — the Symposium: he looks at the original models of
knowledge, learning and teaching displayed in this dialogue, thereby building a bridge between the two main topics he has been exploring separately so far: Plato and education.