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Theodore P.

Fort Myers, FL

$50/hour

Microbiology/Immunology; Biochemistry/Molecular Genetics; GED

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University of Southern California
Biological Sciences
University of Southern California
PhD
UCLA School of Medicine
Other

Education

University of Southern California (Biological Sciences)

University of Southern California (PhD)

UCLA School of Medicine (Other)

About Theodore

My primary occupation as a Research Scientist inherently has provided me with a unique skill-set to effectively tutor students at all education levels. With 30 years of laboratory experience, one-on-one teaching in the research lab has been an important aspect of my position as an Investigator. I have taught and trained students ranging from High School level to medical students and M.D.-residents. Hence, I probably have more experience teaching individuals than most tutors. Having taught both High School students and Cardiologists, I have developed unique teaching methods in the context of tutoring. Further, my personal experiences as an undergraduate and graduate student collectively enable me to rapidly evaluate each individual situation to generate tangible results in a timely manner.

My tutoring method is based on three governing principles: 1) Intelligence; 2) Diagnostics; 3) Subject mastery through Problem-based learning (PBL).
1. Intelligence: Effective tutoring requires very rapid results. Thus, "knowing" the student and the Instructor(s), is central to initiating the tangible improvements that students typically require. This is best achieved by my own analyses of class lecture material, textbook utilization schemes by the instructor and prior exams/quizzes. Most instructors have a discernible balance between what is covered during lectures and homework and reliance on textbooks and other learning "devices". I have found that often times students can improve exam-scores by 15-20% by applying better organization of the aforementioned materials. 2. Diagnostics: My Approach is initiated by an evaluation of the student's study techniques/habits, problem-solving ability and retention. From the latter and the application of the specific "intelligence" from section #1, I formulate a Teaching Plan for future material. Each hour of tutoring, generally, is divided into two sections. First, any "problems", the student is having with exams/written assignments are addressed. Secondly, the current lecture material is reviewed. This leads to the application of PBL to the students' specific needs. 3. PBL: PBL is a teaching method that I learned during a posting as a Research Scientist at the USC School of Dentistry. I have adapted a derivative of PBL for life science tutoring. The approach is based on learning to master subjects via short exams that emphasize "Thought-provoking questions" and "Problem-solving" rather than memorization.
My primary occupation as a Research Scientist inherently has provided me with a unique skill-set to effectively tutor students at all education levels. With 30 years of laboratory experience, one-on-one teaching in the research lab has been an important aspect of my position as an Investigator. I have taught and trained students ranging from High Read more

Policies
Travel Radius
Travels within 30 miles of Fort Myers, FL 33919

Approved subjects are in bold.

Approved subjects

In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.

Biochemistry

During graduate school and post doctoral training, I tutored graduate and undergraduate students in biochemistry. I have a unique blend of subject diversity and laboratory research experience endowing me the ability to teach most biochemical disciplines.

Biology

My research background in gene expression and immunology has provided me with a unique tutoring "framework". During my postdoctoral training at UCLA, I was fortunate to have benefited from a number of excellent technical mentors. Thus, I gained diverse invaluable technical training in the culture of human T cells, immuno-electron microscopy, confocal imaging and lipid biochemistry.
As a research scientist at La Jolla Institute for Allergy and Immunology, I was responsible for teaching a variety of subjects and techniques to postdoctoral fellows, undergraduate and graduate students.
During graduate school at USC, we promoted scientific study at the center for pre-college science education. Hence, I also have extensive experience teaching at the high-school level.

Chemistry

My chemistry background includes a diverse array of structural and molecular chemical studies including nucleic acid biochemistry, protein chemistry. co-factor catalyzed reaction mechanisms and extensive training in lipid chemistry. Further, as a molecular immunologist studying enzyme-catalyzed lipid antigen processing, my skill-set in the laboratory is inherently diverse. Thus, I have extensive experience teaching in one-to-one settings.

Genetics

Of my three areas of expertise, genetics, has the longest history. This is represented both by my work experience and graduate school coursework. Prior to entering graduate school, I worked in a Yeast Genetics lab where I published my first primary author manuscript (Prigozy et al. 1990) in the journal, Gene.
This was a paper that described the isolation of gene fragment in yeast. Subsequently, I published a paper in Somatic Cell and Molecular Genetics on in vivo gene transfer in mice. These were both "Genetics" papers.
As a graduate student, I worked on gene expression in muscle; also genetics.

Further, I taught M.S. students genetics during graduate school.

Microbiology

I have an extensive background in microbiology/Immunology stemming from many years working as a research scientist. I taught these subjects to graduate students and undergraduates.

Organic Chemistry

During my undergraduate studies, I studied one year of organic chemistry. During graduate school, I studied advanced organic chemistry and advanced biochemistry. My postdoctoral research entailed extensive lipid organic chemistry, including structural analysis of ceramides and phospholipids. This is reflected in published work (Prigozy et al. 2001; Sieling et al. 1995). I tutored M.S. students during graduate school.

University of Southern California
Biological Sciences
University of Southern California
PhD
UCLA School of Medicine
Other

Education

University of Southern California (Biological Sciences)

University of Southern California (PhD)

UCLA School of Medicine (Other)

Hourly rate

Standard Hourly Rate: $50.00

Travel policy

Theodore will travel within 30 miles of Fort Myers, FL 33919.