I am a great tutor because of my technology background. Based on my publications in solid/liquid state EPR and NMR of polymer, catalysis, liquid crystals, and inorganic complexes and glasses and magnetically oriented phospholipid/lanthanide bilayer. Spin flip and spin flop processes in magnetic multilayers, sputter deposition of magnetic multilayers in NiFe/Ru system , experience as Professor of Chemistry, Area Coordinator in Chemistry & Chair, Natural and Physical Sciences Division, a Ph.D. degree in Physical Chemistry from UCLA, and a valid California CSET Credential in Chemistry III and IV, I am confident that I would be a great addition to your team.
During my 6-year tenure as Professor of Chemistry and Chemistry Area Coordinator at Lane College, I taught Undergraduate Research in Chemistry, General Chemistry, Physical Chemistry, Organic Chemistry; lecture and lab. I set up the Chemistry labs and introduced 19 new experiments for undergraduate research in chemistry. To date, chemistry students who have benefitted from undergraduate research supported by the grant include 2 students admitted to the M.S. program and 3 students admitted to the Ph.D. program. During the summers of 2012 and 2013 I worked with gifted students enrolled in Summer Science Academy from grades 8th, 9th, and 10th and in Upward Bound from grades 11th and 12th. The research work performed by two students this year and four students enrolled in Upward Bound Chemistry this summer has resulted in two abstracts accepted for presentation at the 2013 National Organization for the Professional Advancement of Black Chemists & Chemical Engineers (NOBCChE) National Meeting in Indianapolis, IN.
At Alliant International University I am teaching Introduction to Chemistry and Society, lecture and lab. We use Sapling Learning and Late Nite Labs . Sapling Learning is an online homework system providing collaboration, software expertise and consulting to tailor the course to fit my instructional goals and student needs. Late Nite Labs are highly immersive digital science labs are realistic science lab simulations offering an authentic, accessible experience that moves learning beyond the classroom. The labs give students the freedom to experiment to learn from their mistakes at their own pace, at any time or place.
At Mt San Jacinto College and Southwestern College, I taught Introductory Chemistry, lecture and lab, and at Texas A&M University at Qatar, I taught General Chemistry for Engineering Students, lecture and lab. I set up the weekly laboratory and direct lab technicians to prepare materials for assigned courses. In the past, I have taught Analytical Chemistry and Instrumental Chemical Analysis, undergraduate level and graduate level Physical Chemistry courses and directed research in a university with M.S. and Ph.D. programs. I have over 65 research publications and over 60 conference presentations.
I'm excited about joining Varsity Tutors and the ability to help Varsity Tutors succeed. Thank you in advance for your time. Please do not hesitate to contact me if you have any questions. I would appreciate the opportunity to review my qualifications in more detail and welcome your call.
I am available 10 hours per week to work as a tutor. I am available all year round to work as a tutor. The general times I can teach are Saturday, Sunday and Monday evenings.
Undergraduate Degree: University of British Columbia - Bachelors, Chemistry
Graduate Degree: University of California-Los Angeles - PHD, Physical Chemistry
I am a classical pianist. I did my piano training through UCLA. I work with kids ages 5 and up and also teach adults. I have performed at Piano Recital at Amateur Pianist in San Diego Adult Piano Students at North County. I studied piano under Harriet Bushmen for two years and am a member of National Guild of Piano Teachers (NGPT) and can enroll students for the Annual National Playing Auditions.
What is your teaching philosophy?
I believe that to be an effective teacher, it is vital to have the respect of your students. To achieve this, it is necessary to be completely prepared for each teaching session and to be alert to the needs of the students. Sometimes a student will need more than just plain subject teaching. I feel it is vital to treat students equally and to be firm but fair; they need to be aware that the teacher is concerned for their welfare and wants them to achieve to the best of their abilities. This concern is reflected in how a teacher's interaction with the students is conducted.
What might you do in a typical first session with a student?
During a first session I will go through an orientation to the General Chemistry Course and complete a detailed discussion of the syllabus before starting on the fundamental concepts of general chemistry.
How can you help a student become an independent learner?
In addition to helping students learn course content, I think it is a teacher’s role to help students develop broader skills that are important in all fields and future careers. These skills include oral and written communication, critical thinking, and consideration of issues from multiple viewpoints. I use discussion sections for student presentations of homework problems in order to build student confidence, improve oral communication skills, and instill a “class spirit” toward learning the course material. The laboratory curriculum I have developed includes a strong emphasis on writing skills and substantive discussion, along with several opportunities for oral presentations.
If a student has difficulty learning a skill or concept, what would you do?
How do you help students who are struggling with reading comprehension?
I believe it imperative to offer constructive feedback on all assigned work so that students may assess their progress and improve their learning. I strive to be available as a resource for questions about course content or concerns on any other issues that may otherwise affect a student.
What strategies have you found to be most successful when you start to work with a student?
How would you help a student get excited/engaged with a subject that they are struggling in?
While a teacher can distribute a syllabus, deliver lectures, grade exams, and assign grades, all actual learning is done by the student. Thus I view my role in the teaching/learning process not only as a “communicator,” but also as a “facilitator” and “motivator” whereby I empower and encourage students to learn. At the outset of every class, I describe where we are heading and what we can expect to learn. I welcome learners of all styles into the classroom through the use of different teaching styles and techniques in my classes (e.g., lecture, real-life applications, demonstrations, discussion, worksheets, group exercises, student presentations). I attempt to interject some of my personality into the course through enthusiasm, humor, and personal experiences. I encourage student questions during and outside of classes, and I incorporate independent projects into my courses as a means for pursuing individual student interests.
What techniques would you use to be sure that a student understands the material?
Developed new experiments for general chemistry laboratory using Late Nite Labs. The criteria for the selection included injecting industrial applications into the freshman chemistry laboratory, using more environment friendly and safe experiments, attempting to fill gaps missing in our current laboratory manuals and trying to include more concepts relevant to the lecture material but not covered in the laboratory.
How do you build a student's confidence in a subject?
I build a student’s confidence by going over the subject and solving examples using PowerPoint.
How do you evaluate a student's needs?
How do you adapt your tutoring to the student's needs?
Every student is unique and tutoring should be adapted to the student's needs and preparation.
What types of materials do you typically use during a tutoring session?
My materials often include PowerPoint lectures and On-Line Laboratory.
How would you help a student stay motivated?
I help a student stay motivated by not going over his/her head in my presentation and making sure the student understands the material before moving ahead.