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I've passed the CSET General Science I and II, as well as the CSET Chemistry test. I am a tutor with 10 years of experience preparing students for university, for standardized tests, and for their own academic pursuits in mathematics, science, and English. I have been employed at a number of quality college/standardized test preparation academies since 2003. My duties included teaching classes and tutoring one on one in preparation for SAT, ISEE, AP, and SAT II Subject tests as well as counseling students regarding college and/or scholarship applications. I received a full tuition scholarship to USC as an undergraduate, and I have many years experience with students who are preparing for university. I can counsel students on the best ways to prepare themselves in the pursuit of merit-based scholarships at our nation's top universities. I'm also happy to work by Skype if you prefer.
When I am helping you or your student in a subject you find difficult, my method is to identify your roadblocks and misunderstood concepts and then to explain them in a simple, orderly way that connects to the rest of the course or subject. Many school subjects rely on fundamental concepts that make up the foundation of the future work done in those courses. If these basic ideas are never explained correctly in the first place, it is extremely difficult to be successful long-term in the class. My personal guarantee is that I will patiently and thoroughly explain concepts until you are confident in your understanding. We will build up proficiency and knowledge from there.
Here are a few more of my awards and qualifications: I was admitted to USC a year early through an academic recruitment program. I received an 800 on the math portion of both the SAT I and GRE; both my SAT I and GRE verbal scores were in the 700s; I received a perfect score on 3 out of 4 sections of the ACT. I was a National Merit Scholar. I received a dual degree from USC: a BA in English Literature and a BS in Environmental Studies with a Chemistry emphasis. I then attended the University of California at Irvine, where I received a Master of Science in Environmental Health, Science, and Policy. I have been a teacher's assistant for undergraduate courses that include Coastal Ecology, Environmental Analysis and Design, Air Pollution and Health, and Environmental Quality and Health.
I care about the future of the students I tutor because I care about the future of the nation and the environment. I believe that strengthening the education of American students in mathematics and science is crucial for the future economic health of this country and also crucial to our ability to protect the environment. I am passionate about these topics, and I believe that students who have strong math and science backgrounds will be the best prepared to innovate cleaner and greener solutions, develop new technologies, grow our economy, and lead our nation into the future.
I was required to take a Graduate level Epidemiology course for my degree, and I received the highest grade in the course. In addition, I have taken courses in Public Health, Human Exposure to Environmental Contaminants, Toxicology, and Data Analysis I and II -- both Graduate level statistics courses at UCI. I was trained in my Data Analysis courses to use the powerful statistical analysis software, SPSS. My experience and coursework in Epidemiology and Public Health, combined with the skills I gained in Data Analysis with SPSS software, represent the most current, real-world applications of Biostatistics. I am confident that my training can be helpful to almost any student having difficulty with Biostatistics.
I finished the equivalent of a Minor in Chemistry as an undergraduate at USC, where I took Honors General Chemistry, Organic Chemistry I and II, Analytical Chemistry, Advanced Inorganic Chemistry, and Geochemistry and Hydrogeology. At UC Irvine, I took the graduate level courses Atmospheric Chemistry, Global Hydrology and the Cryosphere, and Biogeochemistry. I was also a teacher's assistant for the courses Environmental Analysis and Design and Environmental Quality and Health. I have experience using GC/MS, GFAAS, LAICPMS, IR, NMR, and UV spec.
I have a thorough understanding of complex chemical processes and apparatus. My experiences in chemistry classes as well as teaching chemistry have left me with a fairly complete understanding of thermodynamics. Since much of my graduate work was with diesel compression engines, I would be able to help anyone understand the thermodynamics of the Carnot cycle and real-world engine cycles, as well as other complex thermodynamic calculations. I have also gained laboratory experience with all forms of chemical separation equipment, and I have studied chemical reactors to some extent. The sum of my experiences and training would be useful to almost any chemical engineering student at the early undergraduate level.
I am not a trained civil engineer, but I have extensive knowledge of at least two branches of this field, and more than a passing interest in all other aspects of civil engineering. I hold a BS in Environmental Studies from USC and an MS in Environmental Health, Science, and Policy from UCI. My experiences gaining these degrees included learning extensively about water resources engineering and environmental engineering. I was a Teaching Assistant for the undergraduate courses Potable Water Reuse, Environmental Analysis and Design, and Environmental Quality and Health at UC Irvine. I have studied hydroelectricity, waste water treatment, potable water reuse systems, aqueduct systems, watershed protection, water purification, runoff, water regulations, and other water resources engineering topics. I also have experience studying environmental remediation, EIS/EIR/EIA, waste streams and hazardous materials disposal, energy efficiency and the grid, environmental disaster case studies, regulations, exposure and risk assessment, air pollution, and other environmental engineering topics.
My studies at USC and UCI as an Environmental Scientist covered many other aspects of civil engineering, including transportation, energy, urban planning, land use, policy, and materials science. I have colleagues in many of these fields. I am well-equipped to help almost any civil engineering student at the undergraduate level with an interdisciplinary and environmentally-conscious approach.
I took Latin for 3 years in high school and 1 year in college, and my studies included cultural, literary, and historical knowledge of Ancient Rome and Greece. At USC, I was enrolled in the Honors Core Curriculum, which included a Classics course taught by Dr. Carolyn DeWald. The English Literature degree I completed at USC also required a strong knowledge of the Classics. As a USC Trojan alum, I take pride in having a fairly thorough knowledge of the Aeneid, Iliad, and Odyssey, the 3 great epics that surround the Trojan War. I've been an unabashed admirer of Roman and Greek mythology since childhood. I have studied and own copies of works by Ovid, Cicero, Tacitus, Caesar, Virgil, Homer, Sophocles, Juvenal, and others. For the Roman authors in this list, I have studied their works in the original language. I am confident that my knowledge could be useful to almost any high school or undergraduate student studying Classics.
I received a full tuition scholarship to USC as an undergraduate, and was recruited a year early through an academic merit recruitment program. At USC, I was a National Merit Scholar and was enrolled in their Honors Core Curriculum, known as Thematic Option. Had I not been admitted to USC a year early, I would have been heavily recruited by Ivy League universities upon my graduation from high school. I am familiar with the curricula, and the extra-curricular activities, to which the nation's top universities give the most respect and attention.
I have seven years' experience employed with college preparatory and tutoring academies. I have prepared students for standardized tests and counseled them in applying for top universities. I have experience helping students select AP and IB curricula over their high school careers; preparing them for the SAT, AP, and other standardized exams; and advising them on balancing their applications with attractive extra-curricular and personal details. In addition to taking as many Honors, AP and IB courses in which the student feels capable of giving a good performance, I might advise a student to follow his or her passion(s) in athletics, student council, foreign language, speech & debate, theatre, music, and/or student journalism/yearbook. Community service, in combination with religious studies for some, also represent excellent outlet(s) for students at high school age.
Through my other employers, I have a network of experienced college preparatory counselors on whom I can call for advice and guidance, should I encounter a student who needs more specialized help. I am perfectly willing and able to call upon long-time friends who are employed by college-prep academies for advice regarding, for example, specific universities and their admissions processes, or standardized tests, or any other question or problem with which I am personally unfamiliar. I intend to impart this attitude to students I counsel, as well; asking for needed help from the proper authorities is another life skill that should be modeled and taught to students entering university.
My experience and my network of colleagues can be a valuable asset to students who are applying to the nation's top universities. I will make sure that students who employ my services as a college counselor receive the benefit of all the knowledge and resources I can apply.
I am familiar with Word Perfect, Microsoft Word/Office, and various other word processors. I can help teach a student how to format quickly with hotkeys, use macros, insert tables and pictures, create templates, and do many other common word processing tasks. I even know how to disable Clippy. My most recent experience with desktop publishing was the publication of a 100-page thesis in the APA format for my Master's at UCI. This experience in particular could be helpful to any other student considering the publication of a thesis or research paper. I am confident that my skills as an editor, proofreader, and writer will also be a benefit to anyone who needs help with a desktop publishing task.
I have more than 5 years of experience teaching and tutoring students at the elementary level. I started tutoring students of this age when I was in 9th grade, through 11th grade, as a volunteer community service to my former junior high. I have continued working with students of this age in math, science and English, on occasion, through my employment at various after-school prep academies. This experience extends to students of grade levels 3 through 8. I am familiar with the needs, attention span, and the patience involved in teaching to students of these ages.
I tutor Korean and Chinese students who are learning English as a second language regularly. I have several years experience tutoring these students one-on-one at after-school prep academies. I have a Bachelor of Arts in English Literature, and experience teaching English at all levels. I have experience helping students with conversation, grammar and sentence structure, reading comprehension, writing, and vocabulary.
I was classically trained in piano for 6 years, and have 3 years of training with the trombone. I am a self-taught guitarist as well, and have received voice training for a year. I am sufficiently qualified to introduce a student to the rudiments of musical training. In my estimation, these include general musical notation, rhythm training, major and minor scales and chords, basic sight reading, basic sight singing, an introduction to music history and genres, and some beginner songs. I have a love of music in addition to academics, and I am more than capable of helping someone else become a student of music or an amateur musician.
I have two years of experience preparing students of grade levels 6-8 for the ISEE. I was employed at an after-school test prep academy as a teacher of an SSAT/ISEE test prep class, and I am familiar with the format and material tested. The students I was preparing were hoping to enter IB programs in high school, and I helped most of them improve their scores significantly. I trained the students in reading comprehension, grammar, sentence structure, writing, various other language arts, and basic algebra.
While I am not a trained microbiologist, I have several years of experience in a tissue and cellular biology laboratory, and I can offer specialized training in a variety of cell/microbiology laboratory techniques. I have extensive experience with sterile laboratory techniques, sterile cell culture, adherent and non-adherent cell lines, various hemocytometric assays, microscopy, various microplate reader assays, tissue histology, and flow cytometry. My laboratory expertise can be a benefit to almost any student in microbiology who is looking to gain quality training in fundamental laboratory skills.
I took organic chemistry at USC as an undergraduate. I have two years of experience tutoring students in organic chemistry, including 3 undergraduates who were in university and 1 high school student. The student I take the most pride in having tutored was a student with what could be considered a severe learning disability, who had a "D" in his undergraduate organic chemistry class at the time he began tutoring with me. We worked for about 4 hours a week during about half of a semester, and I helped him get his grade up to a "B+" which was an improvement with which he was very happy. I find that a rigorous knowledge of general chemistry is key to comprehending organic chemistry and being successful in the course. My experience teaching general chemistry is always heavily applied as I invariably have to review this material for students who find difficult or confusing concepts in organic chemistry.
My experience teaching both general and organic chemistry will be a benefit to almost any students who find themselves receiving a B- or below in their organic chemistry class.
I received basic and classical training in piano from age 4 to age 12, and I have since maintained my skills with practice. I am sufficiently qualified to introduce a beginning student to the rudiments of piano. In my estimation, these include general musical notation, rhythm training, major and minor scales and chords, basic sight reading, basic finger techniques, and some beginner songs. I have a love of piano in addition to academics, and I am more than capable of helping someone else begin their study of piano.
I took both forensics and debate in high school, and debated for a semester in college. Since then, I have kept up my skills in public speaking as a teacher and teaching assistant. As a teaching assistant for undergraduate courses at UCI, I was in charge of leading discussions and lecturing on course material during discussions, which requires speaking in front of large groups of relative strangers. I continue to teach to this day to classes full of students, and I apply my skills in public speaking almost every week. I can teach students the techniques necessary to grab and maintain attention, to calm nerves, and to project clearly and effectively.
My graduate degree is a Master of Science in Environmental Health, Science, and Policy; the EHSP department was part of the School of Social Ecology, a sister school to the School of Social Sciences, which held UCI's Department of Sociology. The School of Social Ecology also included criminologists, psychologists, social behaviorists, policy and urban planning students. Our approach to academics was highly interdisciplinary, and thus I am well-versed in matters of Sociology, policy, and politics from exposure to the peers in my school. I was a student of none other than Walden Bello, a professor of sociology who now sits in the Congress of the Philippines, when he taught a course called "Political and Economic Globalization" at UC Irvine. This course focused heavily on global civil society, and emphasized for me the truly interdisciplinary nature of sociology and social studies that our sister Schools had already imparted to us. I approach sociology and social studies with an interdisciplinary understanding of the subject, which truly prepares students for this field in the 21st century. I also am well-versed in the statistical tools necessary to conduct population studies of the type that modern social science journals publish, including SPSS software.
I took both forensics and debate in high school, and debated for a semester in college. My forensics event was extemporaneous speech, which tested my ability to prepare a seven-minute speech in thirty minutes of prep time. I prepared 2 to 4 speeches a week in this manner, for two semesters in high school. Since then, I have kept up my skills in speech as a teacher and teaching assistant. As a teaching assistant for undergraduate courses at UCI, I was in charge of leading discussions and lecturing on course material during discussions, which requires speaking in front of large groups of relative strangers. I continue to teach to this day to classes full of students, and I apply my skills in speech almost every week. I can teach students the techniques necessary to grab and maintain attention, to calm nerves, and to project clearly and effectively. Additionally, I can help students with many techniques I've learned over the years to compose both extemporaneous and prepared speeches.
I hold a Bachelor of Arts in English from USC, and I was a student of both German and Ancient Latin in high school, with some dabbling in Ancient Greek. While an ideal English spelling teacher would have also taken French, I feel that my experience with English, Latin, Greek and German have synergized to give me a broad, in-depth, and etymological understanding of modern English spelling. My experience preparing students for verbal sections of the SAT has helped me maintain a large vocabulary, and my knowledge of English's linguistic forebears is often applied when I teach my students a new vocabulary word. I also find that this knowledge helps me teach students about a group of new vocabulary words with similar spellings all at once, i.e., omnibus, omnivorous, omniscient, omnipotent, fungivore, conscience, potential. Finally, I should mention again that my experience preparing students for the verbal section of the SAT includes direct experience teaching students new vocabulary words and their spelling, and administering vocabulary and spelling quizzes.
I have many techniques to help a student study and receive top grades as well as years of experience helping students apply these techniques to their work.
First and foremost, I work with students on time management and setting up a study routine. The other area I work on is resource management. The most important resources a student must learn to manage are the textbook, the tests and homework assignments, and class time. Other resources I would teach a student to use effectively include peer study groups, the Internet, and the teachers' after- and before-class time.
In combination, the study skills that I can teach a student will almost guarantee a top grade. In very short periods of time, I have had success in helping students achieve better grades through improved study skills. I'm confident that I can help almost any student with my methods.
I received training in the trombone from age 11 to age 13, and I have since maintained my skills with practice. I was first chair in my junior high school's band for 3 years. I am sufficiently qualified as a musician to introduce a beginning student to the rudiments of trombone. In my estimation, these include general musical notation, rhythm training, embouchure training, rhythmic breathing, the 7 positions and the major scales, basic sight reading, and some beginner songs.
Excellent Tutor! — Scott arrives for our tutoring sessions extremely well prepared. He is able to explain difficult concepts and keeps the content interesting. My grades have improved and I plan to continue to work with Scott through the next couple years. I would highly recommend Scott. ...
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