My name is Jason. I have been a biology professor for 25 years. During my career I have worked in Antarctica (yes, near the south pole), Alaska, Quebec, Ontario, New Brunswick, Nova Scotia, and New York. I have studied the diving behavior and physiology of Weddell, harbor, and gray seals and the physiological effects of catch-and-release on smallmouth and largemouth bass, rainbow and brook trout, and Atlantic salmon. I have also conducted research on exercise science including oxygen...
My name is Jason. I have been a biology professor for 25 years. During my career I have worked in Antarctica (yes, near the south pole), Alaska, Quebec, Ontario, New Brunswick, Nova Scotia, and New York. I have studied the diving behavior and physiology of Weddell, harbor, and gray seals and the physiological effects of catch-and-release on smallmouth and largemouth bass, rainbow and brook trout, and Atlantic salmon. I have also conducted research on exercise science including oxygen consumption and lactate threshold during running and cycling and the effect of meditation on brain waves.
I teach neuroscience, exercise science, human anatomy and physiology, human biology, introductory biology, and marine biology.
I have a PhD in Biology from the University of Waterloo in Ontario, Canada, a Master’s in Marine Biology from the University of Alaska Fairbanks, and a Bachelor’s from Stony Brook University in Long Island, NY.
I mostly teach college students, but I pride myself in being able to explain complex topics in simple language and intuitive concepts to any age-group. If you talk to my kids, now in their late 20’s, they can tell you all the things they have learned from me when they were young ranging from how seals dive, to cellular respiration, to muscle contraction, to quantum physics.
I currently teach courses both in-person and online, both in real-time and asynchronously, and I am very comfortable communicating with students through various mediums including video, forums, phone, and email.
For my one-on-one tutoring, I focus on empowering the student. I start by letting the student convey what they are confused about. I then ask a series of questions to allow them to demonstrate what they already understand, which is often more than they had originally thought. With this foundation, I guide them through a more complete understanding of the topic, always asking and answering questions along the way to scaffold higher levels of understanding.
