After years of personally rewarding volunteer tutoring, I “retired” and decided to continue tutoring as my primary occupation. My volunteer work began with high school peer tutoring, continued through a college service club, and on to company-sponsored programs, local NPOs, and the usual assortment of friends, relatives, co-workers and their children.
Among the many courses WYZANT has qualified me to tutor, I have the most experience with mathematics
), standardized test preparation
, & SAT
), and psychology
(general, experimental, learning, cognition, measurement theory, etc.). As an adjunct instructor, I taught a range of students and topics from computer programming
for 2nd and 3rd graders (G & T) and introductory psychology for company sponsored degree programs (GM and USP) to graduate-level statistics and design (including Harvard).
Statistics is my specialty. As well as tutoring undergraduate and AP statistics
, I have succeeded with graduate students in professional programs (some online) who are often anxious and ill-prepared for what seems like an irrelevant statistics requirement. Math
phobic students are often surprised to see how little math is needed when seen out of an unnecessarily confusing context. Time permitting (tutoring is most often sought the week before an exam or a report is due), I integrate the math with a rationally ordered series of statistical concepts and procedures (optionally incorporating packages like SPSS
), making sure that every step is understood. I use my diverse background to present as much material as possible with examples in my students’ areas of interest. My own interests in statistics extend beyond the standard introductory course to include calculus
-based approaches with a greater emphasis on probability
I most enjoy tutoring less advanced level high school and college mathematics like algebra
, and pre-calculus
(including Honors and AP classes). This gives me an opportunity to model enthusiasm and demonstrate both the beauty and practicality of mathematics, building a firm foundation free of the misconceptions that may interfere with more advanced topics.
Perhaps, most consistent with my ability to simultaneously diagnose a student’s deficiencies and misconceptions and then provide remediation while minimizing stress and uncertainty is my clinical background. Mid-career, I earned a license to practice professional psychology and maintained a small independent practice while still tutoring, adjunct teaching, and contracting small programming assignments.
My PhD and two post-doctoral fellowships focused on mathematical modeling of perceptual and memory processes. As an undergraduate I took many mathematics and science
courses outside the requirements for my BA. Beyond academic and industrial research, my primary employment was in IT (including compiler maintenance, applications programing and prototype development of security devices, and research database design). This work led to further exposure to finite mathematics.
I frequently provided technical support for sales and marketing
where my primary task was to simplify and explain complex technical material. In addition to presenting papers explicating technical material at academic and industrial meetings and seminars, I have published a number of peer-reviewed research papers. This experience together with my broad exposure to literature
and composition as an undergraduate liberal arts major informs my work tutoring vocabulary
as well as the English
and comprehension components of standardized tests.
Tutors have the ability to create educational resources and share them with the WyzAnt community.
Here are some of the resources created by Michael.
View all of Michael’s resources
I have no diagram to go by but the transversal of a line forms 4 angles, two pairs of alternate internal angles. Let's pick a line, c will do, unless <5 is formed where transversal cuts through d. The crossing creates four angles, including <5. ...
Starting with the addition or subtraction of 2 terms, like A + B (where A or B can be complicated expressions including imaginary components), a conjugate is formed by reversing the sign of the second term, A-B. In your case, it means reversing the sign
The sentence before [C] introduces the idea of some doubt, which is consistent with inserting the target sentence, the source of that doubt in [C]. The sentence after [C] would then continue the back and forth dialog by asserting that the problem of sample
size introduced in [C] had been addressed...