"Take advantage of my expertise, but without the Expertise Effect!
(Expertise Effect: where teachers experienced in a subject forget what it is like to encounter the material for the first time)
-- I have organized and taught introductory physics in many classes (both with and without calculus),
-- I have thorough experience with all introductory subjects, so I am VERY comfortable more...
"Take advantage of my expertise, but without the Expertise Effect!
(Expertise Effect: where teachers experienced in a subject forget what it is like to encounter the material for the first time)
-- I have organized and taught introductory physics in many classes (both with and without calculus),
-- I have thorough experience with all introductory subjects, so I am VERY comfortable presenting this information in a class, or class-like, format (perfect for review or preparation for ANY AP Exam and the SAT II Physics Exam)
-- I have honed and developed (from the many questions I have been asked by students over the years) the best ways to make even tricky physics topics easier to grasp, and make problems easier to solve.
-- AND I remember what it was like to see physics for the first time
I have CURRENT college teaching experience at Southern New Hampshire University. I also have taught recently at Bridgewater State University in Massachusetts and Daniel Webster College in New Hampshire.
I work at all levels of fundamental physics: AP Physics 1, AP Physics 2, AP Physics C, IB Physics, Honors Physics, SAT Physics, Conceptual Physics, General Physics I, General Physics II, and Modern Physics.
My goal in tutoring, that I think will help students most, is giving what I call a "visceral" understanding of the material. I particularly enjoy giving "handles" to some of the trickier concepts in physics. What *is* moment of inertia? What *is* electric potential, and why is it used? What *is* flux, and why is it so important? More than just defining these concepts and many others with formulas, I try to give them context and meaning. This gives students something to "grab onto," so that the variables in the formulas start to exist not just as numbers but as things in the world.
I am very flexible, so please contact me to arrange sessions and schedules. I look forward to working with you!" less...
University of Michigan (B.S., highest honors), Physics
University of Wisconsin - Madison (Physics), Masters
University of Wisconsin - Madison (Physics), PhD