"Education is the kindling of a flame, not the filling of a vessel." - Socrates

Here's Who We Are & What We Believe:

We’re an energetic academic consulting firm, comprised of a team of researchers and professionals, who use a proven evidence-based and scientific approach to help prospective students with career path development and admissions to undergraduate, graduate and professional programs (e.g. medicine, law, dentistry, pharmacy, etc.)

We believe your education is your most valuable asset and learning how to become a great future professional or scholar doesn’t need to be complicated. We also believe that every student deserves access to higher education, regardless of his or her social status or cultural background. However, in our opinion, most of the current admissions practices, tools and procedures are not necessarily fair and for the most part out-dated and more importantly, remain scientifically unproven.

Our goal is to create insanely useful (and scientifically sound) programs and tools that work and provide more than just some trivial information like the other "admissions consulting companies" out there! We want to make sure everyone has a fair chance of admissions to highly competitive professional programs despite the current admissions practices.

We do whatever it takes to come up with creative solutions…and then implement like mad scientists. We’re passionate about mentoring our students and obsessed with delivering insanely useful educational programs and we go where others dare not to explore. 

Our Philosophy

At BeMo Academic Consulting ("BeMo") we have devised a unique approach to academic and professional achievement. Whether we are teaching you the life-long and essential skill of putting together an application, interview skills, or helping you develop your own unique learning style, we always adhere to our evidence-based and scientific approach.

Thus, we have integrated three fundamental ideas (student-centred teaching, evidence-based education, and knowledge contextualization) in order to create an alternative and effective approach to education and to help you grow into an independent and critical thinking future academic or professional.

Our student-centred teaching in conjunction with the contextualization of knowledge that is provided by our consultants, are designed to create the most aesthetic learning experience for all our students. We want to continuously and repeatedly create that 'uh-huh' or 'light bulb' moment that is crucial to the learning process and, along the way, provide you with the essential tools that are required to recreate those moments for yourself independently.

Student-Centred Approach

At BeMo we take an evidence-based approach to education. This means we apply the latest and most up-to-date scientific evidence found in the field of education and learning, and create student-specific consultation sessions which are geared towards your distinct and unique learning style.

Unlike traditional teacher-centred learning, student-centred learning requires active participation of students, encouraging them to construct their own knowledge based on the assistance and feedback from their instructor. Therefore, our student-centred approach to education combined with the practical application of knowledge aims to create a deeper and more comprehensive sense of understanding.

Why the student-centred approach?

The student-centred approach to teaching has been scientifically proven to be superior to traditional teacher-centred approach. This holds true across fields of study and levels of education. Student-centred teaching helps with better comprehension of taught material, the development of critical and analytical thinking skills, and enhanced short-term and long-term academic results.  

References

1. Granger, E.M., et al. 2012. The Efficacy of Student-Centered Instruction in Supporting Science Learning. Science. 338(6103):105-108.
2. Motschnig-Pitrik, R. & Holzinger, A. (2002). Student-Centred Teaching Meets New Media Concept and Case Study. Educational Technology & Society, 5(4)160172.
3. Chase, C. C., & Geldenhuys, K. M. (2001).Student-centred teaching in a large heterogeneous class. Medical Education, 35 (11):1071.
4. Baxter, S., & Gray, C. (2001). The application of student-centred learning approaches to clinical education. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists. 36(Supplement):396-400.

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