|Degree||Physics||University of Wisconsin||Masters||2002|
|Degree||Physics||University of Chicago||Bachelor||2000|
My teaching style is patient and thorough. I like to think of myself as a guide for students who are having difficulty in areas of math and science. I urge them to do the work, answer the questions, and ultimately earn the rewards of learning and discovery.
I have a bachelor’s degree in Physics from the University of Chicago, a Masters degree in Physics from the University of Wisconsin, and am currently writing my doctoral thesis in Physics at the University of Wisconsin. I have enjoyed the opportunity to tutor math and science on a number of occasions at the U of C and UW, in small groups and one-on-one. I have also taught introductory physics courses at the University of Wisconsin, Driscoll Catholic High School, and the National University of Health Science. Years of teaching and research in science and math have made me very comfortable explaining and teaching these subjects.
|Degree||Physics w/ Astronomy option||University of New Hampshire||B.S.||2008|
|Other||Applied Mathematics||University of New Hampshire||Minor||2008|
|Degree||Transfer Studies||San Diego Mesa College||A.A.||2005|
My 5 years as a United States Marine established important core values such as tact, integrity, discipline, and commitment. I bring these values with me into the classroom. I believe that the success of a student depends more on their level of commitment than on inherent talent. However, learning must be an enjoyable experience in order for a strong commitment to be made. I am passionate about mathematics and the sciences, and this passion shows in my teaching style. Students recognize this passion, and it makes the learning experience fun. I am patient, open-minded, and innovative; so if a student is struggling with a particular topic, I find an alternative teaching approach which better suits their learning style. The success of my students is gratifying, to both student and teacher alike.
I have been a straight-A student my entire life and I recently graduated from the University of New Hampshire with a 4.0 GPA. I earned my B.S. in Physics (Astronomy emphasis) with a minor in Applied Mathematics. Though my expertise lies in mathematics and the sciences, I am also knowledgeable in topics ranging from history to English grammar and composition. Much of my academic success is due to my ability to prepare for exams. I scored a 32 on the ACT, as well as perfect scores of 800 on the SAT2 Writing and GRE Mathematics exams. I gained teaching-related experience during my year as an Instructional Assistant, in which I assisted students with math, science, English, and GED exam preparation. At the college level, I spent 2.5 years tutoring in physics, math, and astronomy, as well as a semester in a college-level general physics class working as a teaching assistant.
|Degree||Physics||New Mexico State University||PhD||2007-Present|
I work with a hands-on approach. There is a lot of logical thinking and step-by-step processing in math and science. So, the student and I work together through each problem until they understand the process.
I used to work at several private schools in Jordan. Many of the schools were applying American teaching styles to their system. I am capable of tutoring all levels of mathematics, physics, and many computer subjects.
|Certification||Physics||New Jersey Alternate Route Program||Standard||2006|
|Degree||Applied Physics||Richard Stockton College of New Jersey||BA||2002|
I would best describe my teaching style as both effective and efficient. In order to be an effective teacher (or tutor) a relationship of mutual respect and trust must first be established between the teacher and the student. In addition, a student needs to know that the teacher sincerely cares about his or her accomplishments and successes both inside and outside of the classroom. Once these factor have been incorporated, it is then up to the teacher to relay the material and concepts to the student using situations and examples that are both relevant and familiar to the student's life and future career. If all these factors are taken into consideration, every student has the ability to learn the content of any subject area.
Over the past 5 years I have taught various subjects in the areas of both science and mathematics including integrated science, earth science, physics, algebra (I and II), and geometry. For the past 3 years I have tutored small groups of student in a district funded, 6 week, after school program in an attempt to help students improve their SAT scores in the area of mathematics with all students reporting a significant increase in their test scores. I have also become extremely proficient with emerging technologies such as the TI-83 graphing calculator (and its successive models), teacher website design, and both online grading and lesson-planning software.
|Degree||Biophysics||Medical College of Wisconsin||Ph.D.||2008|
|Degree||Biomedical Engineering||Milwaukee School Of Engineering||B.S.||2002|
I find that demonstration though example is the first step to understanding. This allows for an initial exposure to the material and plants seeds of knowledge. Adjuvant to demonstration, motivation and enthusiasm to learn the material must be taught. All the homework in the world cannot replace this! Regrettably, students often struggle due to poor instruction or vague textbooks which erode a student’s motivation. Fortunately this can be overcome with a little outside assistance. My long term goal of teaching is to foster a mature understanding of the subject matter. To master a subject it must be learned from multiple angles before the bigger picture is illuminated. Once a subject is illuminated it must be continually revisited for long-term retention.
To me education is a way of life. My academic career has been driven by a thirst for knowledge. I have earned a B.S. in Biomedical Engineering, during which my math, physics, biology, engineering (mechanical and electrical), and other science skills were cultivated. Afterward, I spent another year pursuing a M.S. in Biomedical Engineering, which further strengthened those skills. During this program I was contracted to teach biomedical computer science for sophomore level students. With higher academic hopes, I left the M.S. program, to complete a Ph.D. in Biophysics with an emphasis on MRI physics. My multi-disciplinary doctoral training had a heavy emphasis on math, physics, and biologic sciences. The doctoral training greatly increased my reading comprehension and vocabulary, as well as, strengthened my grammar and writing skills, which were needed to produce scientific publications. Throughout this training I gave lectures to graduate, undergraduate, and high school students on MR physics.
|Degree||Experimental Particle Physics||Texas A&M||PhD||In Progress / Current|
|Other||AAPT Outstanding Teaching Assistant ||Texas A&M ||Award||2008 |
|Degree||Physics ||Texas A&M ||MS ||2007 |
|Degree||Physics ||University of Iowa ||BS ||2004 |
I have learned that in teaching physics and mathematics it is important not only to have a grasp of the broad principles and concepts but to see how they are related and build upon one another. Furthermore, I have seen the success in teaching and practicing physics and mathematics from a problem solving point of view and tend to teach by providing examples to be worked upon and solving problems that typify common physics exam questions. I enjoy teaching to people from all different types of educational background and capabilities and see any subject material as accessible to all provided they are taught in a way most suitable to the individual and strive to find that for every one of my students.
As a current graduate student of Texas A&M University working towards my PhD in Particle Physics here at Fermi National Accelerator Lab I have had the good fortune to not only experience the passion and interest that research in physics provides, but develop an extensive and diverse teaching experience. With an emphasis on making physics fun and understandable I have had experience in many of the basic physics courses as well as helping develop an outreach course to present the upper level physics ideas (big bang, black holes,...etc) to the mass public in an approachable and understandable way.
|Degree||Japanese ||University of Tokyo ||Fluent ||current |
|Other||Mathematics||University of California||Classes at MS level||2007-2008|
|Degree||Physics||University of Illinois||Ph.D||2003|
|Degree||Physics||University of Illinois||BA||1999|
Few things give me as much pleasure as communicating academic concepts to students and seeing the look of understanding on their face. As a result, my teaching style emphasizes understanding of concepts and problem solving techniques. What this means that I don't just tell my students how to get the answer to a particular question. My goal is to enhance their skills so that they can tackle any math or physics problem that is related to the homework problems that are assigned. Furthermore, I ONLY tutor math and physics. This has my specialty and focus for 10 years. Whether you choose me as a tutor or someone else, I think it's always best to pick someone who specializes in a particular area.
As a Physics Ph.D. I have a strong background in Mathematics and Physics. Currently, I am a senior research scientist in a university lab. This experience has helped me understand how math and science are used in real world applications, which gives me ways to relate these subjects to students in a way that they can appreciate. In other words I can explain what importance that these subjects have in the real world. I have taught physics at the university level for a full year which gives me an insight into what professors expect from students at the college level. Also, I have been a tutor for nearly 10 years.
|Degree||Aerospace Engineering||Cal Poly State University, SLO||BS||2003|
I believe the true way to teach is to make a connection for each student: relate the material to something the student already knows. A more “hands-on” approach will allow the student to learn faster with greater retention. I feel that every student has the ability to learn, and that it is the teacher’s job to provide each student with the connection. In today’s age, classrooms have become over-crowded thus making it more difficult for the teacher to make that connection. It is the job of the tutor to fill in the gaps. With this theory, I try to use my experience in the work field to relate the subject matter to the student’s surroundings – hence math and science are my forte. I work well with children by making learning fun, but also have the knowledge of complex problems to provide the same environment for high school and college students.
As a child of an Air Force pilot, I have always loved aviation. I strived hard in school to get the best grades to one day become a “Rocket Scientist” and design the plane of the future. In high school I was known for my good grades, and passed on my knowledge by tutoring my fellow classmates and students in earlier grades. After high school, I graduated from one of the top Aerospace schools in the country, and went on to work for a few companies: two small businesses and a large government contractor. I have completed many diverse programs successfully. When talking with friends about my career endeavors, I found myself giving more of a teaching course on how stuff works (e.g. planes, missiles, GPS, etc). I have since realized my passion for teaching, and that tutoring allows me to obtain both goals in my life: teaching and engineering.
The laws of physics apply to practically everything we do and touch every day. The concepts of physics are applied to music, medicine, mechanics, electricity, light, motion, and heat. The college of Maryland has over thirty undergraduate and graduate courses devoted to the intricacies of physics and how it relates to our daily lives. Students taking physics in high school are almost always drawn to this science because they can see how it works around them in each of their actions. However, it is not a simple course to understand; many students love the ideas of physics but need help understanding the laws of physics, especially when it comes to the upper level math that is also required. College students have an even greater propensity to need assistance in the multitude of physics courses.
A sampling of college physics courses:
- Contemporary Physics - Revolutions in Physics
- Physics in the Modern World I and II
- Fundamentals of Physics I and II
- Principles of Physics I and II
- Physics of Music
- General Physics: Mechanics and Particle Dynamics
- Introductory Physics: Mechanics
- Experimental Physics I:
Mechanics, Heat and Fields
- Experimental Physics II:
Electricity and Magnetism
- Experimental Physics III: Electromagnetic Waves, Optics and Modern
- Quantum Physics I and II
- Methods of Statistical Physics
- Methods of Mathematical Physics
- Nuclear Physics
- Atomic & Optical Physics I and II
- General Physics:
Electrodynamics, Light, Relativity and Modern Physics:
- General Physics: Vibrations, Waves, Heat, Electricity and Magnetism
If the student is on overload with too much information, then hiring a private tutor is the right choice. Don’t let physics become overwhelming. There are hundreds of concepts to learn in the multitude of physics courses and at some point every student needs a little extra help. Peer tutoring and group studies are OK for some students for some subject, but not typically the upper level sciences and mathematics required for understanding and succeeding in physics. Contact us today to learn how we can provide the expert physics tutor your student needs to succeed.
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