Richard: Plainfield tutor
Certified Tutor
I have a background as an engineer and a long time fascination with design and creativity of processes. I draw upon my engineering education, many years as a product designer, and a growing interest in the history, both good and bad, of mathematics and the sciences. The connection of the abstract of the classroom to the real world that we live in helps me make the associations needed to facilitate the processes of cognition and perception and ultimately, critical thinking. Often, I make associations of the lesson material to the observable reality already well-known by the students. I look forward to helping enrich your math and science experience.
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Undergraduate Degree: Purdue University-Main Campus - Bachelors, Electrical Engineering
Graduate Degree: Purdue University-Main Campus - Masters, Business
- ACT Math: 35
Canoeing, Exercise, Guitar, Math History
- Accounting
- AP Calculus AB
- AP Computer Science
- AP Computer Science A
- AP Computer Science Principles
- AP Physics 1
- AP Physics 2
- AP Physics C: Mechanics
- AP Statistics
- BASIC
- Basic Computer Literacy
- Business
- Business Analytics
- Business Statistics
- C
- C#
- C++
- Calculus 2
- Chemistry
- College Algebra
- College Business
- College Computer Science
- College Economics
- Computer Architecture
- Computer Science
- Computer Theory
- Concurrency
- Cryptography
- Datamining
- Digital Media
- Economics
- Electrical and Computer Engineering
- Finance
- Finite Mathematics
- Geometry
- High School Accounting
- High School Business
- High School Chemistry
- High School Computer Science
- High School Economics
- High School Physics
- Macroeconomics
- Management
- Math
- Microsoft Excel
- Microsoft Office
- Other
- Parallel Computing
- PC Basic Computer Skills
- Personal Finance
- Physics
- Pre-Algebra
- Pre-Calculus
- Programming VB.NET
- Science
- Statistics
- Statistics Graduate Level
- Technology and Coding
- Trigonometry
- Visual Basic
What might you do in a typical first session with a student?
There are two pressing needs during the first session. The first is to get to know each other and express our expectations. Where does the student stand in the coursework? It is certainly important we come to agreement on goals and requirements for the session. The second may follow from the first. Is there a major issue? If so, we will work to lessen the stress of that situation. What can we do right now? Let’s do that. Finally, there will be some discussion as to follow up or possible scheduled sessions.
How can you help a student become an independent learner?
This goes back to my philosophy; I aim to encourage interest and confidence in the material. It is easier to extend your knowledge if you have interest and confidence. An adjunct to this is teaching the student how to learn. How do you read a math book without treating it simply as a reference? The same holds for Statistics, Physics, Chemistry, or any technical book that is aimed at teaching how to solve problems. Extract the information; organize the material; consolidate your knowledge; feel success; and repeat.
What is your teaching philosophy?
My philosophy is to help students organize their thoughts, connect, and make associations. Cognition and perception will follow. I draw upon my engineering and business education and my growing interest in the history of science and mathematics. I look for any means to connect the lesson material to understanding held by the student. My goal is to encourage interest and confidence in the material.