...learner. I like to analyze and pick problems apart. This has led me to computer programming, Mathematics and statistics. I am also very interested in language. I have taught English as a second language for three years. I have earned a masters in statistics and also taught mathematics and statistics at the college level for one year. My work experience includes about two decades of statistical analysis including healthcare analysis. I have worked with a variety...
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...received my B.S. in Environmental Science at the University of Toledo. From there, I went north to the University of Michigan to get an M.S. in Conservation Ecology. Currently, I'm a PhD student at Bowling Green State University where I study and teach biology. Throughout my studies, I've gained a lot of experience in teaching, tutoring, and learning. I've worked with students that have unique learning styles, and that come from a diversity of backgrounds....
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I'm currently a PhD student in economics at Yale University. I also have a BS in physics and math from Yale. Other subjects I enjoy are history, geography, and philosophy, and I dabble in photography and baking. I enjoy helping people understand tricky concepts and solve challenging problems, academic and otherwise.
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...John O'Neil. I have been a mathematics and science teacher for thirty years. Students that are willing to try to learn challenging material such as high school mathematics, or beyond, have earned the opportunity to experience compassionate, patient teachers. The students have a right to understand clear objectives and practice rigorous curricula. My students have fun and a positive experience learning mathematics because they can see their progress. I help instill confidence in my students...
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...experienced tutor with a strong commitment to academic excellence and student success. With a background in tutoring mathematics, physics, chemistry, programming, and English, I specialize in providing personalized instruction tailored to each student's learning style and academic needs. I have worked with students across various levels, from middle school to college, helping them develop critical thinking skills and a deeper understanding of complex concepts. My approach to tutoring is centered on clarity, engagement, and adaptability....
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...graduate of The University of Toledo in Ohio, United States, where I earned a Master of Science in Civil Engineering with a specialization in Structural Engineering. I hold a Professional Engineer license in four states across the United States. I possess over 14 years of professional experience in Structural Engineering, during which I have worked on a variety of projects across industrial, residential, commercial, and renewable energy sectors. I was a Teaching Assistant during my...
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...provides an opportunity to motivate students to like the subject and to improve their performance through mentoring/advising. This is what inspired me to choose teaching as a career. What a nobler mission than being part of sustaining knowledge from one generation to the next!? I am a graduate of Alexandria University, with a B.Sc. in Nuclear Engineering. In addition, I received a Ph.D. degree from University at Buffalo, Chemical and Biological Engineering Department, in 2015....
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...licensed elementary teacher with years of experience teaching all ages and subjects. More than four years of experience working in ABA with special needs students as a behavioral therapist, along with years working at various daycares, preschools, afterschool programs, and tutoring programs. Have worked with students who have a multitude of different learning disabilities or challenges, as well as students learning English as a second language. Eager to help some scholars further their education and...
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...about helping students learn math and believe that anyone willing to put in the time and effort can be successful at it. I recently received my BS in Statistics from Virginia Tech, where I spent a lot of time tutoring students in various math and statistics classes. I got my MS in Statistics from the University of Illinois where I worked as a TA for different stats classes. Currently I tutor, do freelance data analysis...
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I am a Professional Engineer with degrees in Mechanical and electrical engineering from the University of Pittsburgh along with an MBA from Carnegie Mellon University. My professional career assignments include product development, engineering and operations management. I also have approximately 12 years as adjunct faculty teaching graduate students for the University of Phoenix in the areas of statistics, project management, quality systems, SPC and mathematics. ... I have 12 years of teaching experience. I boil down...
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...mathematics tutor with 7 years of tutoring experience and 3 years of classroom teaching experience. I have found that I really enjoy the individual connections I have made as a math tutor. I really enjoy helping students overcome their fears and insecurities in math. I have had success helping my students gain fluency and confidence with their math skills. I'm looking forward to helping you achieve your math goals! Hope to hear from you soon!
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Learning mathematics and its applications in physics and engineering has been the single most interesting life-long experience for me. Simply put, it is an experience that is limitless and much like universe itself has no boundaries. This is an opportunity to share and teach parts of that experience.
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I am a former college economics instructor with over 5 years experience teaching. I hold a master's degree from the University of South Florida. I have taught Principles of Macroeconomics, Principles of Microeconomics, Labor Economics, Public Economics, Basic Economics, and Personal Finance. Additionally, I have served as a TA for Intermediate Microeconomics, Intermediate Macroeconomics, and Graduate Econometrics. Economics is my passion and I enjoy sharing it with others.
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...write. I teach. I am a chronic adventure-seeker and a lifelong learner. My favorite aspect of the current landscape of education is the use and implementation of technology. It allows us to explore, connect and be free. With my current dissertation, I am hoping to prove that the modern student may actually learn more efficiently in an online environment. When I’m not teaching, my passion is spending time with my wife and my family traveling,...
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...graduate student in physics who's aiming to be a theoretical physicist/professor and research in the field of quantum control theory (but generally in mathematical and theoretical problems in quantum theory). I majored in physics and minored in math (1 course away from declaring a major) at UIUC. My goal is to end up in academia and I have a passion for teaching and coming up with different approaches to understanding content and solving problems. I...
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...a BSc Psychology and Counselling; MSc Education (Research); short courses in Developmental psychology; Educational Psychology, Philosophy, Research Methodology. Educationally, I encourage automony with guidance, facilitating how and what to learn, researching the approach to successfully accomplish tasks while studying and knowledge in the subject matter. Scaffolding is key to acquiring addditional information in Education. Experiencially, I have tutored in English, Mathematics and Psychology; taught English as an additional language and worked with the children in...
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I received my Bachelor of Arts in Psychology from Kent State University. I received my Master of Arts in Psychology from Cleveland State University. I'm passionate about numbers, data, and statistics and how they can be applied to help answer questions in different contexts. I'm a firm believer in 'learning by doing' so I always encourage students to take an active approach when we are working together to really make the concepts clear and understandable.
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...Chelsea Newberry. I hold an Associate's Degree in Criminal Justice (IRSC Class of 2003); a Bachelor's Degree in Health Sciences, Public Affairs, with a minor in Psychology (UCF Class of 2006); and a Master's Degree in Health Psychology (Walden University Class of 2010). Whew! I am passionate about researching and writing of all kinds, from technical white papers to children's books. I have written several of each type of genre. I am a wonderfully patient...
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I am a graduate student, working toward my Doctorate in Psychology. I have always excelled in my math classes, and love learning and helping others understand mathematical concepts. I have a great deal of experience working with students and peers in various capacities/roles.
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Private Statistics Graduate Level Tutoring Near You
Receive personally tailored Statistics Graduate Level lessons from exceptional tutors in a one-on-one setting. We help you connect with the best tutor for your particular needs while offering flexible scheduling to fit your busy life.
Statistics Graduate Level Tutoring FAQ
Statistics represents an essential component not only of mathematics, but of many other fields as well, including engineering, medicine, and the social sciences. It is understandable that as a result, many graduate programs require coursework in statistics. Given the wealth of different and sometimes difficult topics in such coursework, graduate statistics classes can prove to be a challenge for many students. Fortunately, Varsity Tutors can help you connect with graduate statistics tutors nationwide who can help you achieve your goals in this subject. Private statistics tutors in your area are flexible and can work around your schedule. They can meet with you in person for a one-on-one session, or you can schedule a face-to-face online session. Regardless of your circumstances, statistics tutors are available to help you succeed.
Statistics tutors can assist with general statistical methods, as well as with specific topics, like measures of centrality, covariance, confidence intervals, t-tests, ANOVAs, chi-squared tests, linear and nonlinear regressions, and key distributions such as the Gaussian and Poisson distributions. Graduate-level statistics courses can move quickly, and students can easily fall behind in a typical classroom setting. Studying alone can also lead to a number of difficulties, such as not knowing which aspects of the material are essential and which are relatively minor details. Many students who work alone can form misunderstandings of crucial content, which can persist throughout the length of the course and cause compounding difficulties if not corrected early on. Working with a private tutor gives students the opportunity to ask questions and prevents the formation of misconceptions about elements of the material.
An exceptional tutor can not only point out which material is crucial to learn -- leading to a more focused educational process -- but he or she can also correct any mistakes before they have a chance to develop into habits. Graduate statistics tutoring can provide you with a platform to address any outstanding confusion from past coursework and to develop specific skills and strategies for tackling complex, higher-level statistics concepts. Statistics tutors understand that the learning style of each student is unique. To this end, your tutor will provide private instruction that can be custom-tailored to match your specific profile - your goals, needs, interests, strengths, and weaknesses. Whether you learn optimally through graphs, equations, case studies, or some combination of methods, your tutor can craft lesson plans to fit your specific learning style. Unlike in a group or classroom setting, with a private tutor you can work at your own pace, which allows you to spend more time on the concepts that are still unclear and less time on the material you have already mastered. In this way, private graduate statistics tutoring represents one of the most efficient methods of instruction.
Regardless of the areas in statistics you're struggling in, a private tutor will be able to help you overcome your learning obstacles. If you're having difficulty grasping the underlying concepts of hypothesis testing, a tutor can help. Perhaps you aren't quite sure how to use power analysis to determine the quantity of samples required to achieve a certain level of power. Or maybe you're stuck on the basics, like the difference between a population and a sample, or a parameter and a statistic. Whatever it may be that is holding you back, a tutor can effectively and strategically present it to you in a new way that ensures you will understand. Getting started with a graduate statistics tutor could be one of the smartest choices you make in your graduate school career, so call your local Varsity Tutors office today to get connected with tutors in your area!
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Topics covered include Hypothesis testing, confidence interval, Z score, t table, difference of means, point estimator etc. Students understood the basics and we solved several problems. Achieving steady progress.
We covered week one and week two topics, including a discussion of the latest assignment with detailed notes on the theory behind each problem. We've scheduled another meeting for Thursday to refresh and prep before the student's next class. So far, we've covered the majority of stats 101 (normal probability with hypothesis testing and confidence intervals).
The student and I met for the first time today. We spent some of our session discussing our overall plan for future meetings. Her goal is to confidently explain the method section of her dissertation. We developed a general schedule of topics to discuss before her personal deadline. Today we started going over the basics of relationships between variables. We discussed correlations in depth and she was able to explain relationships discussed in her introduction and methods section. She shows that she is very enthusiastic about the material and will have no problem re-mastering the concepts. We will be discussing the test and why she is using this test during our next session.
We planned out our sessions to make sure we had enough time to cover all the material, then continued working through the old chapters. Combinations & Permutations aren't prevalent in future chapters, so we skimmed through this material instead of our usual comprehensive approach.
We introduced ourselves and discussed her goals for her statistics class. We covered information from the first two chapters in her textbook (introduction to several basic definitions and concepts and measures of central tendency) and discussed a plan for our next session.
Refresher on statistics as the student begins a new course focusing on using a computer program to more easily analyze statistical data. We also worked through 2 problem sets which incorporated using this new technology and new method of interpretation.
