Robert A.

Robert's Bio & Tutoring Experience

I have taught Math & Chemistry Online @ Kaplan University for ~ 5 years, I have also been previously mentored and trained for Online teaching in the Washington State Community College system. In addition, I have taught both Math & Chemistry in the classroom for several years, and also enjoyed tutoring Math, Physics & Chemistry in the private sector (grades 11 +).

My passion for the natural sciences is intense, and I am especially interested in those aspects of science which incorporate math, physics and chemistry. I am a highly motivated, high energy individual with excellent communications skills, and generally find that students respond positively towards me. I interface well with the public, and am well-suited to a team-oriented work environment. I have also done well in public speaking and received national honors in oral presentation.

My philosophy of teaching is as follows:

Much as our forefathers believed that all men are created equal, I believe that everyone (regardless of age, class, creed, or ethnic origin) is entitled to a quality education. I feel that I am well suited to this arena, especially as I prefer theory to practice. It is the subtle elegance of mathematical structures, and the resonant patterns which constitute the natural world, that provide me with the inspiration for living. I truly enjoy both learning and teaching, in both the live classroom and the Distance Learning environment.

Mass communication has reached towering new heights with the advent of the Worldwide Internet. Logic dictates that a classroom can be anywhere, and it seems apparent at this juncture in civilization that Distance Learning will both simplify and accelerate the learning process on a global scale. I enjoy my role as an active participant and proponent of this revolution in education.

Moreover, I feel that in the modern global environment, it is essential that education in the math and sciences remain a competitive endeavor. It is evident in the emergent culture of science and technology that quality institutions are filled with eager young minds, hungry to learn and compete with their peers, regardless of their origins and /or backgrounds. I believe in this system as a whole, and consider myself to be a willing and capable participant at any level. My more recent education in mathematics reminded me clearly of the subtle ramifications of this ethos.

Patience is also a critical quality, since so many students are attempting to simultaneously master the technology and the mathematics. This brings up another critical factor, which is the ability to convey to the students the confidence they need to believe in themselves, in order to effectively use new software and implement new cutting-edge learning technologies. I believe that the key is to give them constant encouragement.

In the case of a student seeking direction, I am typically inclined to encourage the student to persist in succeeding. In my upbringing, failure was never an option. I believe that pushing the intellectual envelope is often essential to breaking through our own self-inflicted fears and psychological barriers ('no pain, no gain'). Most of us can benefit at some period in our lives from a mentor who will provide a certain boost in confidence and /or morale.

But I also understand that we are all born with widely varying degrees of academic abilities. The act of pushing or stressing someone too far past their comfort zone can result in mental and physical strain, causing physical and/or chemical imbalance, often resulting in sickness and/or personal injury. This is where the talented instructor instinctively knows when to stop pushing the student. This should not be presented as failure, but rather as a time to move on within the educational system , and either explore other fields of study – or maybe retake the course when they have more time to focus on the material.

Much like algebra, the ability to simplify - at all levels - is essential. I have created brief 'lecturettes' in order to deal effectively with some of these standard obstacles. I share these messages upfront with as many of the students as I feel may benefit from them. I also enjoy spending time with students in live chat on weekends as a form of having Online Office Hours to supplement the standard protocols.

Most importantly, it is my opinion that a good online instructor will have excellent communications skills. This means having an expert knowledge of the English language, and the capacity to use it as effectively as possible in the written form. In the age of brevity, terms such as 'concise' come to the foreground. The instructor’s precision spelling and grammar thus become essential elements to the overall success of the group.

In my dealings with students, I have learned that the most important general consideration is to treat the students with respect. This can be challenging, if not frustrating, when faced with a novel request or problem that is not readily accommodated. I have learned thru recent experience that the best thing to do in such a case is not to respond immediately. If necessary, approach someone else on the faculty or administration who has more extensive experience in a particular discipline or arena, and seek out their advice. It might readily provide a simple solution to a situation which can easily become unmanageable.

Robert's Expertise

Robert's Education & Certifications

B.S. Chemical Engr. (UW, 1982)
M.S. Materials Science Engr. (UCLA, 1983)
Ph.D. Studies (UW, 1984-5)
B.S. Mathematics (PLU, 2004)

Robert's References