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A recent graduate of Rutgers University with a B. S. in Mechanical Engineering, I have had a passion for math and science my entire life. In high school, I was the first person in the 50+ years of my school's history to skip pre calculus after advanced math, enter directly into calculus, and successfully complete the course. Not only that, but I was the only person in the class whose grades were high enough to be exempt from the final exam. I am very well versed in all levels of math, from basic math through algebra and pre calculus to calculus I, II, III, IV and V. I've also enjoyed taking many physical science courses in college including general and modern physics, chemistry, fluid mechanics and thermodynamics. I am constantly re-reading my college textbooks to brush up on the material so that my knowledge remains sharp, and I enjoy learning about new concepts in math and science too.
Throughout my years as a student, but most noticeably in high school and college, I noticed one recurring theme when it came to math courses: many kids struggled with math, even to the point of disliking it. Now that I'm able to look back, I believe the reason math is often such a burden is simply because some students do not understand the fundamentals of the mathematics they are working with. Rather than grasp and comprehend the underlying mathematics that result in certain equations and methods, they rely simply on memorizing procedures used to solve one problem hoping to be able to apply the identical procedure to solve other problems. This rarely works, especially in higher level math courses, leaving students feeling like they are unable to solve math problems on their own. I am a firm believer in math fundamentals. Fundamentals can be applied to different math problems over and over in the same way, regardless of how the problem is set up or worded. I realize that the best students are not those that memorize formulas, but those that understand the underlying concepts.
My recent tutoring experience includes tutoring pre calculus to a high school student who was struggling with concepts such as functions, graphs, and word problems. It quickly became clear to me why she was having difficulty: she did not understand why certain mathematical problem solving techniques existed. She was simply trying to blindly apply one problem's method to the next. I reinforced the fundamental concepts behind the math problems, and showed her why such methods exist and what the answer means in terms of the problem. I made sure she understood each step along the way in solving a problem, rather than simply telling her what to do next. Her grades increased dramatically, and she consistently did better on exams than what she was hoping for as a minimum grade.
We continue to meet once or twice a week to go over various homework problems, exam questions, and any other math topics that she is unclear on. My approach to tutoring is first and foremost to be patient, as I realize that some math concepts are truly difficult to understand fully, and that students learn math at different paces. My goal is to make sure that the student not only understands how to solve each problem, but to make sure that they understand the mathematics behind the problems so that they can continue to apply what they've learned to more complex problems and higher levels of math. Thus, I do not mind spending time going over and reiterating the basic concepts as long as it takes for the student to understand them.
When I meet with the student that I'm tutoring, my primary concern is in finding out what the main areas of difficulty are for them. Once that is established, we will work through several problems together, all the while I stress the meaning of each step, and why it is being done. I believe that students who understand the reasoning behind the process of solving problems, rather than just chugging through the math, are more likely to remember how to solve problems on exams. I feel it is best to have the students attempt to work through problems while I give them guidance and suggestions, rather than just telling them what to do next, what equations to use, and what numbers to plug into the equations. This approach not only helps me to determine the student's areas of weakness, but by doing the work themselves the student will gain confidence in their ability to solve problems. I encourage the student to ask questions, and I will always answer them to the fullest extent of my ability. I believe that sort of individualized attention is what sets tutoring apart from the classroom lessons. Being able to spend as much time as is needed on each topic is of vital importance to understanding math.
As a young man myself with the intention of soon returning to school to obtain a Master of Science in Mechanical Engineering, I am still very familiar with the mind set of being a student. I believe this is what helps to establish a good connection with the student I am tutoring. I am very patient, out-going and professional, and I work well with kids of all ages. My main objective is to help others gain a better understanding of math and science, and I believe that these subjects can be fun, and can be understood by anyone.
Having a Bachelor of Science in mechanical engineering from Rutgers University, I have an extensive educational history in science. I've had a lifelong interest in science and all science-related fields, and I am always trying to learn more. I have taken both the ACT exam as well as courses intented to prepare students for the ACT exam. I am familiar with the exam itself as well as strategies for obtaining a higher score.
Since I have spent a substantial portion of my life studying math, the topics covered in Algebra 1 are extremely familiar to me. Higher levels of math use Algebra as a basis, and since I've obtained a B.S. in Mechanical Engineering, I've essentially used Algebra throughout both high school and college. Algebra is nearly second-nature to me.
Having graduated from Rutgers University with a B.S. in mechanical engineering, I have used math for almost all of my higher learning experience. Additionally, since each level of math builds upon the previous level, the basic ideas behind advanced math courses such as calculus find their roots in courses such as algebra. Since my educational history includes math up to and including advanced calculus V, I believe that I am qualified to tutor algebra 2.
As a lifelong lover of science, I have to say that Astronomy is perhaps my favorite science related topic of all. I've read entire textbooks on the subject, and as a boy I often enrolled in summer astronomy courses at my local community college. I make it a habit of keeping up with the latest space discoveries, and I'm always looking for ways to learn more about the cosmos. My fascination of science and the universe is a passion I've had my entire life.
My familiarity with Calculus dates back to high school, when I was the first student in my school's 50+ year history to skip precalculus and successfully complete calculus. In addition, I was the only student in the class whose grades were high enough to be exempt from taking the final exam. In college, I took 5 levels of Calculus, including single variable and multi variable calculus, differential equations, and advanced calculus V, the highest calculus course offered as an undergraduate.
My interest in physical science has always been a major part of my life. From life sciences to biology to chemistry, I've studied extensively on these subjects. In college I not only took lecture courses on chemistry I and II, but I took corresponding laboratory courses where my knowledge of the subject was enhanced through dozens of experiments.
My studies as an undergradaute at Rutgers University include a course on differential equations, the fourth of five calculus courses I would take in college. I am very familiar with the various types of differential equations including linear and non-linear, homogeneous and non-homogeneous, as well as equations of higher orders. I am familiar with methods used to solve partial differential equations as well.
As a graduate of Rutgers University with a Bachelor of Science in Mechanical Engineering, I have used varying levels of math nearly my entire life. As each level of math builds upon the last, elementary math forms the basis of all of the math I've used throughout high school and college. I strongly believe the courses I've taken in math and applied math during my educational studies qualify me to tutor math at a basic level.
As a graduate of Rutgers University with a Bachelor of Science in Mechanical Engineering, I have studied extensively in the fields of science and applied science. I've also had a lifelong fascination with science, beginning with childhood, with topics such as dinosaurs and astronomy and more recently including physics and chemistry. I strongly believe the many advanced courses I've taken in science during my educational studies qualify me to tutor science at a basic level.
As both a high school and a college graduate, I am very familiar with education and the requirements for graduation. I am very well versed in math and science, I am fluent in English, and I have taken honors level courses in history. I believe my educational history qualifies me to prepare students to obtain their GED.
As a graduate of Rutgers University with a Bachelor of Science in Mechanical Engineering, my extensive math studies include courses on both geometry and trigonometry, and their many applications. Higher level math courses such as Calculus use the concepts from geometry endlessly in many different forms, so I've been using the fundamentals of geometry for much of my higher education. I am very familiar with geometry, its applications, and how it relates to more advanced math and science topics.
Throughout my studies in Mechanical Engineering as an undergraduate at Rutgers University, I have studied Linear Algebra in various forms and have see its applications in various fields of science. From vector operation, matrix addition and multiplication, determinants, and diagonalizing and inverting matrices, I've used linear algebra throughout college not only in calculus, but in courses such as physics as well. I studied Linear Algebra extensively in advanced calculus V, the highest undergraduate calculus course offered by my college.
I have always had a strong passion for all fields of science and math, and I've studied these subjects extensively throughout my life. As an undergraduate at Rutgers University, I've obtained a Bachelor of Science in Mechanical Engineering. I've studied nearly all forms of math, from algebra to trigonometry to linear algebra to 5 levels of calculus. As far as science courses go, I've studied physics, chemistry, fluid mechanics, thermodynamics, material sciences and aerodynamics, to name a few. I believe my educational background and my passion for the subject makes me qualified to tutor others in this area of study.
All my life, I've had a strong passion for science. As a child, I was obsessed with dinosaurs and astronomy. As a boy I would enroll in summer science courses offered by my local community college. After excelling in courses such as chemistry and physics in high school, I went on to earn a bachelor of science in mechanical engineering from Rutgers University. I believe my extensive, lifelong background in science as well as my strong passion and desire to continue to learn more about the subject makes me qualified to teach the subject to others.
My interest in physics began early on in my childhood, when I was always interested in how things worked. In high school, I excelled in my physics course, and was the only student to receive an overall grade of 100 in the course. In college, I took two semesters of general physics I and II, and continued my study of physical science with courses such as modern physics, fluid mechanics, and mechanics of materials. I would graduate with a B.S. in Mechanical Engineering. I believe this qualifies me to tutor others in physics, a favorite subject of mine.
As a graduate of Rutgers University with a Bachelor of Science in Mechanical Engineering, my use of math throughout my education has been ubiquitous. From prealgebra in junior high to algebra, advanced math and calculus in high school and finally to 5 levels of calculus in college, I have studied many facets of math at increasing levels of difficulty. As each level of math forms the basis for the next level, I believe that I have been using the concepts of prealgebra and algebra for much of my educational history.
Not only am I very familiar with the concepts taught in precalculus courses, but I have experience tutoring in this subject. My tutoring experience includes meeting once or twice a week with a student who has been struggling with some of the topics from courses such as precalculus and trigonometry. My method of tutoring is to strongly reinforce the basic concepts and reasoning behind the methods, rather than just push through the methods themselves. I believe this provides a more stable foundation for understanding the mathematics and gives students more confidence in their ability to solve math problems on their own. As a graduate of Rutgers University with a B.S. in mechanical engineering, my study of math has been extensive and very detailed.
A graduate of Rutgers University with a Bachelor of Science in mechanical engineering, I am very familiar with the topics covered in the math section of the PSAT. Not only have I taken both the PSAT and the SAT, but I have taken courses meant to prepare students for both. I am fluent in English and have excellent writing skills.
A graduate of Rutgers University with a Bachelor of Science in mechanical engineering, I am very familiar with the topics covered in the math section of the SAT. I have taken both the PSAT and SAT tests as well as courses designed to prepare students for the tests. I am familiar with the layout and scoring system and also with stratagies meant to help students achieve higher scores.
As a gradaute of Rutgers University with a Bachelor of Science in mechanical engineering, I am very familiar with nearly all levels of math, including trigonometry and its applications throughout higher level courses such as physics and calculus. I also have experience tutoring this subject. This experience includes helping a student who was struggling with the concepts from precalculus and trigonometry. My method of tutoring is to reinforce the fundamentals, and to make sure students understand why such methods exist, rather than simply telling them what to do in order to work through a problem. I believe this approach to tutoring is much more effective and leads to better results.
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