San Jose State University
San Jose State University (Master's)
I have a Bachelor's degree in molecular biology with a minor in chemistry and a Master's degree in biology. I also possess a lifetime Community College teaching credential with 15+ years of teaching biology and chemistry, including inorganic, organic, and biochemistry. Most of my experience in biology has been to teach lecture and laboratory in the areas of physiology, microbiology, genetics, pathology, and anatomy. I have 5+ years of experience teaching at the high school level in biology and chemistry. I have also home-schooled my three children with very different learning styles from K - 6th grade and have participated as science instructor at two Cooperative Middle schools. My teaching effectiveness both in the classroom and as a tutor has been to discover the student's individual natural learning style(s), to condense complicated scientific concepts into building blocks, and guide the student through discovery and application of those concepts. Problem areas are mastered in inorganic chemistry with repetition of mathematical subject based concepts; in organic chemistry by key understanding of generic reaction mechanisms that apply to whole sets of chemical reactions; in biochemistry by comprehending how chemical reactions in the cell relate to cell function; in genetics by accessing how DNA both modifies and is modified by transcription and translation, and in physiology how cells are affected at the tissue level, organ level, organ system level, and finally at the organism level. When a student comprehends the rudiments of cell chemistry, homeostasis and disease are greatly simplified. For instance, innumerable symptoms of disease may be tied to single genetic defect that triggers a single biochemical pathway. My simplifying approach to microbiology is to categorize the viruses, bacteria, fungi,and eukaryotic pathogens according to flowcharts and tables based on their chemical and morphological properties. These flowcharts and tables simplify pathogens in groups, thus explaining both pathology and antibiotic effectiveness.
I have a Bachelor's degree in molecular biology with a minor in chemistry and a Master's degree in biology. I also possess a lifetime Community College teaching credential with 15+ years of teaching biology and chemistry, including inorganic, organic, and biochemistry. Most of my experience in biology has been to teach lecture and laboratory in
June was by far the best tutor/teacher I ever had! I am truly going to miss our sessions together since my class has ended! She really cared that I learn the material and helped me out tremendously. I never had a tutor who was so helpful and knowledgeable.
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I have taught human biology at the college level for many years.
I have taught non-majors inorganic, organic, and biochemistry at the college level. I have also taught Honors Chemistry at the high school level. I provide students with diagnostic tests for Honors Chemistry.
Although I have a master's degree in biology, I am qualified to teach classes K-6, because I homeschooled my three children from kindergarten through the sixth grade. I was involved in homeschool cooperatives in San Jose, Morgan Hill, and Gilroy, where I taught life science, biology, chemistry, and earth science to children ages eight to twelve. I am familiar with the "Sing, Spell, Read, and Write" phonics program that focuses on language arts development from pre-school through the third grade, the ABEKA Language Arts program that provides instructional material for children from grades K-6, and the Saxon math program that provides integrative mathematical textbooks to students from grades K-6. I believe the key to teaching children is to discover each of their natural learning styles and to spark interest in the subject through discovery, repetition, and reward.
Microbiology: I am excited about teaching microbiology. I have several years of experience in teaching microbiology and am most interested in its applications to physiology and ecology. Student reviews have shown that my simplifying approach in categorizing the bacteria, viruses, fungi, and pathological eucaryotic organisms according to flowcharts and tables based on their chemical and morphological properties is greatly appreciated. I have observed that when students are able to visualize different categories of related groups, they become more adept at conceptualizing why a given chemical agent is used and what biotic and abiotic factors are involved augmenting or mitigating growth for microbes in a specific category. In addition to categorization, I teach students how to simplify genetic engineering mechanisms and disease transfer statistics in a deductive way so students can first understand more general concepts and then apply that knowledge to deconstruct more intricate subject matter.
I minored in chemistry in college and possess university approved teaching credentials for inorganic chemistry at Evergreen Valley College and organic chemistry at Palmer Chiropractic College. I co-authored the organic chemistry tutorial modules for the University of Phoenix, taught their organic chemistry lecture and laboratory, and managed hazardous material for their laboratories for 5 years. I have also tutored many organic chemistry students during office hours. My student evaluations have been very good throughout my teaching career.
Physiology: I am passionate about teaching physiology. I am adept at simplifying complex material so students can easily comprehend, organize, and apply what they have learned. My educational background is based in the sciences; I have a Bachelor’s degree in Molecular Biology, and Master's degree in Biology. My professional expertise includes 10+ years of experience teaching college level anatomy and physiology and several years experience teaching medical physiology, pathology, inorganic chemistry, organic chemistry, biochemistry, human heredity, and microbiology. My experience teaching multiple subjects has enabled me to distill complex physiological concepts into an integrative knowledge base that students find easy to understand. I also engage students by showing them why physiologic concepts are interesting and relevant to their careers and daily lives.
My mother had suffered a stroke in 2009, where she had diminished ability to use the right side of her face. Speech pathologists taught me to improve mother's articulation skills by doings certain tongue, throat, mouth, breath and swallowing exercises. After six months, mother's slurred speech improved to such an extent that she was speaking normally.
Also, as an anatomy professor, I understand how the muscles of the tongue, mouth, throat, and neck move to make sounds.
Further, as a professor of technical writing, I have worked for years teaching technical writing students how to speak as well as write.
For instance, certain East Indian students have a sing-song dialect and I had to teach them when they gave an oral presentation in my class to use a lower voice at the end of a declarative sentence but to elevate their pitch at the end of an interrogative sentence. I also had to teach my East Indian students that when they speak in very long sentences with multiple subordinations as British schools in India taught them that inordinately long sentences one after the other are incomprehensible to Americans. Thus, sentence length needs to be to varied to be understood by Americans. Further, I taught my Asian students for their oral reports to enunciate and project their words rather than be "polite" and quietly progress through their speeches as quickly and as quietly as possible.
Further, understanding the rules of English phonics as well as understanding Spanish has helped me in teaching my Mexican-American son-in-law's mother to pronounce certain English words that are spelled the same way in English and Spanish. Finally, I sometimes tutor my Russian friend with the American pronunciation
of certain words by teaching her the syllabication rules, which has greatly aided her pronunciation.