Experience Summary
Savannah River Site/Savannah River National Laboratory:
Used statistical analysis and differential equations for a variety of analytical applications
Developed analysis and reporting tools using excel, using: functions (built-in and user-defined), VBA, iteration, sorting, conditional statements, conditional formatting, etc.
North Carolina State University Tutorial Center:
Tutored multiple students in basic physics (mechanics), optics, thermodynamics, electrostatics, and magnetism.
Taught physics laboratories (~ 30 students/class, 3 classes/semester) for 5 semesters
University of North Carolina, Chapel Hill:
General physics instructor for a Medical College Admission Test (MCAT) preparatory program.
Clark Atlanta University:
Tutored college students in college algebra, calculus, and physics. Sessions were primarily one-on-one, following the students' class curricula.
Basics Learning Center:
Tutored a wide range of students, from elementary school to high school, in math (calculus; geometry; algebra I, II, and III), chemistry, physics, and language arts. All tutoring sessions were 1 - 3 students. Also taught the math section of two SAT preparatory courses.
Atlanta Science Academy:
Worked primarily with middle and high school students tutoring math (pre-algebra, algebra, geometry) and physical science. Sessions were held both in the schools and at a tutoring center.
Teaching Style
I find that it is best to begin by getting to know the student, introducing myself, being friendly, and maybe talking about shared interests. This normally occurs over several sessions, but is necessary to keep out the "just another teacher" perspective. While learning, it is important to build subject matter confidence. Since there are often mental blocks or preconceptions in place (particularly in math), I find it productive and beneficial to get students to understand and believe that the work is not impossible. This helps in the transition from "I can't do this." to "How do I do this?". The best way to get there is using a show-tell-do format, where I first demonstrate, talking through examples before guiding the student through examples, then finally giving the student examples to work through solo. Central to this method is developing an understanding of where the student is in his/her grasp of the material, since this will guide both the showing and the telling. Having real world examples is always a plus, though this is not always possible. It is not uncommon for me to develop examples and provide them at the end of a session to be discussed at the next one. Most importantly, I believe in patience. While we are aiming for results, it is not a race.
My Hobbies
Acoustic Guitar
Chess
Video games