My background includes teaching students from elementary through college level, starting with experiences in undergraduate (BS in Geology; BS in Natural Resources Management) to graduate school (MS in Geology; PhD in Geology) and as an Assistant Professor. I have several years of experience working with math and science students with learning difficulties, including dyslexia and processing problems. I have more than 20 years of experience as an instructor and tutor, with math and sciences ... [more]
I am qualified to tutor math up to Calculus. I worked as a teaching assistant in the math lab in undergraduate and for a program for students with learning difficulties (math through Business calculus), and have tutored individuals for GED and college math courses since undergraduate. I was also an assistant professor of Earth Science, where several of the courses required applying many of the math skills taught in secondary school (middle and high school) and college courses.
I have taken classes, tutored, and taught courses that include principles and problems covered in Algebra 2, and used these calculations during my research. My most recent experience includes tutoring a student working to pass the GED and another student taking college math, which covers Algebra 1, Algebra 2, and some geometry concepts. I am adept at identifying where students get "hung up"- is it the concept, reasoning, or the calculations that tend to be the root cause of confusion. I then adapt the tutoring sessions to help resolve that confusion using their particular learning style (e.g., auditory, visual, kinesthetic).
I have taken classes including Advanced Math (Trigonometry and Precalculus), Calculus I, Calculus II, Linear Algebra, and Differential Equations. In undergraduate, I tested out of Precalculus and into Calculus I. My experience tutoring college math, business calculus (equivalent to precalculus), and Calculus while working in the math lab (1 year) and tutoring students with learning difficulties (2.5 years) at my undergraduate institution have provided a firm foundation to use for tutoring students now. Since undergraduate, I have tutored students and taught courses that include principles and problems covered in Precalculus, and used these calculations during my research. For example, in many fields (e.g., Geology, which I have BS, MS, and PhD), understanding how to describe changes in a dataset (e.g., amplitude and wavelength) become important for predicting what controls and impacts trends in data over time. Many students do better when practical examples and applications are used as tools for learning the Precalculus concepts.
I have a Bachelors, Masters, and PhD in geology with an emphasis in geochemistry. I taught geology at the undergraduate and graduate level, and in a corporate setting for more than 15 years.
I am qualified to tutor math up to Calculus. What is unique about my experience is that I also worked with children of all ages, infants to college age. I am easily able to adjust my approach based on the skill level and capabilities of each student and incorporate their extracurricular interests into the content that I teach. This provides the students a chance to see how math applies in everything that they do and, therefore, improves their capabilities and confidence over time. I worked as a teaching assistant in the math lab (up to Calculus I) in undergraduate and for a program for students with learning difficulties (math through Business calculus), and have tutored individuals for GED and college math courses since undergraduate. I was also an assistant professor of Earth Science, where several of the courses required applying many of the math skills taught in secondary school (middle and high school) and college courses.
My research experience as a PhD student, Assistant professor, researcher at ExxonMobil Upstream Research Company, and patent application drafting have all provided more than sufficient expertise for tutoring students for the Critical Analysis and Reasoning section added to the 2015 edition of the MCAT. In addition, I have taken or taught courses and conducted research in multiple themes covered by the MCAT exam, including: chemistry, biology, physics, research methods, and interdisciplinary topics such as thermodynamics, biochemistry, and physicochemical processes. In addition, some of my patent applications include technology applications associated with microbiology and microbial metabolism that were modeled after medical advances and applications for disease treatment.
During undergraduate and graduate school, I had multiple opportunities where I mentored high school and college aged students in helping plan their academic and career trajectories. When I was an Assistant Professor at the University of Arkansas at Little Rock, I worked with high school teachers, undergraduate and graduate students through teaching and academic and research mentoring. My experience working in industry provides an alternate viewpoint from what would be acquired solely through classroom and laboratory experiences.
I have more than 20 years experience helping students navigate their academic careers and be prepared for college, graduate school, and careers beyond their academic pursuits. I have been a research mentor, undergraduate and graduate academic advisor, and served on numerous committees at the university level (e.g., recruiting and retention). One of the things that I consistently tell students is that you have to think of your education as an opportunity to develop and build your toolbox. What will make you successful and competitive in today's market will be opportunities that distinguish you from your classmates. Having this viewpoint, I have encouraged students (and funded a scholarship) to do research or internships to demonstrate their ability to do hands-on, "real world" work rather than only relying on their in class knowledge. To date, my students have been quite successful at reaching their academic and career goals, with some working in industry, government agencies, and private sector.