Send Paul a message explaining your needs and you will receive a response shortly. Have you already emailed Paul or another tutor? If so, you have an account! Sign in now
If you select this option, WyzAnt will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
State University of New York at Albany (Forensic Chemistry)
State University of New York at Albany (PhD)
Note: My originally-planned research position in Québec, Canada has been delayed by at least another 3 months. As such, I can accommodate students at least through the month of March. Both new and current students will be informed of updates as they become known to help everyone plan for the future.
2007-2015: Ph.D., University at Albany, SUNY; Organic Chemistry, Fluorine Chemistry, Theoretical/Computational Chemistry
2003-2007: B.Sc., University at Albany, SUNY; Forensic Chemistry, Mathematics and Statistics
2015: Arthur O. Long Teaching Award, University at Albany, SUNY
In my 8 years of teaching, I consider myself both a tutor and a mentor. While tutoring is mostly concerned with effective learning, research, and study strategies, mentoring requires a greater view. Many students tend to focus on the immediate, here-and-now details of the process, but without an idea of the view of the future, it becomes easy to be lost in the process. As such, I encourage my students to relate their current studies to their futures. Time passes quickly, so even a tentative plan can be a helpful starting point, even if it changes several times in the process. Failing to plan is planning to fail.
This philosophy is also the basis of my teaching style. My primary focus for students is to develop the critical thinking skills required to be able to apply to an array of problems that they may (and often enough, will) encounter in the future. To attempt such an endeavor, slow and steady wins the race, and persistence carries a person a very long way. The hope is that my students learn to think more critically and independently, going beyond memorized routines, which are tasks typically relegated to computers. After all, nobody knows what a person is capable of until they are tested.
Outside of academics, and depending on the time of year, I enjoy billiards and golf at the recreational level. Additionally, I am an avid gardener (primarily vegetables) and manage my own small non-profit garden share program, which produces approximately 700+ pounds of vegetables every season.
By working with me, you are agreeing to the policies listed below.
1. Students are advised to schedule a session at least 24 hours in advance.
2. Research times are usually 9 AM to 6 PM Monday to Thursday, and 8 AM to 5 PM Friday, so the tutor will usually be unavailable during those times. Weekday appointments should be requested after these times, allowing for the appropriate amount of travel time.
3. Scheduling will be done in blocks. That is, the student and tutor will work out the desired start time, and the estimated finish time. For planning concerns, the estimated finish time should be a little later than anticipated, in case extra time is needed.
II. DELAYED SESSIONS
1. If a student is late, the session will begin from the agreed upon start time, not from the time the student arrives. The student can then proceed with the session until the agreed upon finish time. If there are no other appointments scheduled, the student may request additional time with the tutor until all topics have been covered.
2. If the tutor is late, the session will begin from the time the student and tutor are able to start. A discount equal to the time the tutor was late will be given to the student. The student can then proceed with the session until the agreed upon finish time. If there are no other appointments scheduled, the student may request additional time with the tutor until all topics have been covered.
III. CANCELLATIONS AND MISSED SESSIONS
1. Students are encouraged to cancel appointments with the tutor as soon as they find out of their inability to attend the scheduled appointment. Fees for cancelled sessions are (15-minute minimum in each case):
a. 0 percent of the total scheduled time for appointments cancelled the day before the appointment, or earlier;
b. 10 percent of the total scheduled time for appointments cancelled the day of the appointment, but more than 3 hours in advance, and;
c. 25 percent of the total scheduled time for appointments cancelled less than 3 hours in advance.
2. A missed session is one where the tutor arrives at the designated meeting place at the scheduled time, and the student does not attend the session without previously canceling the appointment.
a. The tutor will wait for the student up to 30 minutes; after this time, the session is considered missed if the student does not attend or contact the tutor.
b. Students who contact the tutor within the first 30 minutes of waiting to notify the tutor of lateness may still proceed with the session if desired. The student will be charged twice the above-mentioned rules for lateness. See section III.1.
c. Students who contact the tutor within the first 30 minutes of waiting to cancel the appointment will be charged 50 percent of the total scheduled time.
d. Students who miss appointments will be charged for 75 percent of the total scheduled time.
3. Students who have built an honest and positive rapport with the tutor will experience a decrease in or waiver of late or missed session fees at the discretion of the tutor. Note: My originally-planned research position in Québec, Canada has been delayed by at least another 3 months. As such, I can accommodate students at least through the month of March. Both new and current students will be informed of updates as they become known to help everyone plan for the future.
Listed rate is all-inclusive (lesson/assignment preparation time, short assistance by e-mail, fuel expenses, session time, evaluation time). Group Rate: Half of the default hourly rate per student.
Paul taught Algebra 1 to my 8th grader who needed a lot of attention and helped him score 80 on the Common core Regents in short time. Paul was very patient and very flexible and even taught till 10 pm before my son's exam. I highly recommend Paul to anyone who needs help with Math.
Listening to Paul and my daughter I think he is teaching her a new way to approach problem solving that will make her more successful.
Paul was very patient with my daughter and he just relates well to teens. He did a great job helping my daughter with Latin.
Paul is an excellent tutor. So far, he has been thorough and detail oriented in his weekly observations and evaluation. He sets very high standards for my son and paces him appropriately to achieve his goals. He assigns homework that is challenging but doable within the span of a week.
Paul was extremely easy to work with. He was flexible with our schedules, easy to contact, and responded quickly to all questions. Paul tutored a small group of students for SAT Math Prep. He was well prepared and very knowledgeable. Paul was very good with the students and would highly recommend him as a tutor!
Paul is very understanding and patient when teaching. He taught me organic chemistry and used examples that I could relate to when discussing electrons which is a topic I was struggling with. Great tutor!
Since my daughter has started tutoring with Paul her grade has gone up and she has even received 100 on recent quizzes which has helped her confidence. Our goal is for her to pass the class and the regents which is one of the hardest ones to pass. So we still have some work to do.
Paul is tutoring my daughter, a Siena College student, in organic chemistry. She says he is very patient and thorough. She especially appreciates that he explains the "why" behind the material so she understands the rationale behind the correct answer. My daughter is a little shy about tutoring, and is very happy with Paul's deep knowledge and comfortable tutoring style. We're so happy we found him!
My son had an SAT score that was too low for his School of choice. We needed a significant bump. I randomly picked Paul. What an excellent decision it was. Paul poured his resources into my son. He would leave my son with homework that included older SAT exams and when he completed them Paul would score them on his own time and use that as a template for the next tutoring session. I simply can not say enough good about Paul. Paul, raise your price! You are too cheap. We are now awaiting the test scores from his most recent SAT exam and we are expecting an increase in his score of near 400 total points with just a few short months of tutoring.
I needed guidance while completing my lab work for an online course. I couldn't be more pleased with Paul as my tutor. Although he is very advanced in the area, his explanations, examples and questions were easy to understand and pushed me toward gaining my own skill set. He was prompt, polite and encouraging. I would use him again in a heartbeat.
If you are a student in the Albany, NY area and need help with a statistics course, I highly recommend Paul S. He is a PhD candidate and knows the subject matter inside-out. Very patient and non-judgemental. He has helped me to pass my course (couldn't have done it without him!)...Jim
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.
Discrete mathematics is an interesting, useful, and unique area of mathematics. Topics discussed in discrete math cover probability, set theory, logic, graph theory, combinatorics, and more. Applications of discrete math are numerous: for example, graph theory can be used to arrive at possible DNA sequences based on the fragments obtained; combinatorics can be used to find the number of isomers of organic compounds. Further examples undoubtedly exist--those that I have mentioned are from my own experience.
Equally important, however, is the analytical thinking that this area offers. While most may be quick to say that discrete math may appear simple, with a little practice and an open mind, it can introduce a different way of looking at problems. In the grand scheme of analytical thinking, this fact alone makes it an important asset for any analytical discipline.
Linear algebra is a very interesting discipline in mathematics. It's not uncommon to use matrices to find quick solutions to large systems of equations. In fact, matrices can be very helpful in various modeling problems, such as the amount of deflection experienced by a board of wood. Linear algebra is essentially the algebra of matrices and systems of equations, and with it comes a unique set of mathematics. For large systems of equations, or systems with quite a few variables, linear algebra is a very powerful tool for finding the needed solutions quickly, without having to necessarily isolate each variable individually, and resubstituting into other equations until each variable is solved for.
I have been using Macintosh computers for about 4 years now. While my knowledge of them is not the "be-all, end-all" of Macintosh computing, they are fairly easy to become acclimated to. In fact, many operations that people are used to using in Windows can be done in Macintosh as well--the only difference is that some keys are named differently. Macintosh also does support Windows in various ways: Microsoft Office programs are commonly tweaked to run nicely on a Macintosh, and for Windows-only programs that have no Macintosh equivalent, there's Boot Camp for running Windows. In this day and age, Macintosh computers are becoming so flexible and versatile that in terms of function, the gap between Windows and Macintosh is narrowing quickly. If anything, the only gap that might remain is the fact that Windows has a program for almost every idea under the sun, while Macintosh is still walking the path to get there.
Organic chemistry is commonly summed up as the chemistry of compounds containing carbon and hydrogen. While it can be true, it's quite an oversimplification. Organic chemistry, in a roundabout way, is what keeps us alive as living beings, gives us some of the most commonly-used materials, and increasingly important in this age, provides new ideas for technology and energy. From pharmaceuticals to materials, organic chemistry is one of the central disciplines in the general field of chemistry; this much I know from my own experiences as a synthetic chemist. From carbon and hydrogen to nitrogen and oxygen; amines and alcohols to ketones and aldehydes, organic chemistry is a detailed discipline in three dimensions. For most, practice makes perfect for this type of class, whether it's about learning concepts or memorizing reactions.
As an apprentice educator and scientist, public speaking is one thing I'm accustomed to from years of weekly presentations and seminars (and I'm an otherwise fairly quiet person myself). Whether shy, nervous, or lacking confidence, public speaking is an important aspect to master in today's world, and should not be left unattended. If I can get used to it, so can you; the key is mostly practice, with a watchful eye or two on the lookout for your best interest.
As a New York State high school student, I have taken and excelled in various Regents exams while simultaneously involved in an Advanced Placement program. While the structure of courses and exams have changed over the years, the material covered remains the same. Exams that I have taken within my listed specialties include: Math I (now Integrated Algebra I), Math II (now Geometry), Math III (now Algebra II and Trigonometry), Chemistry, Physics (2002, the year I took it, was the year of the Physics Exam Controversy, in which grades were curved because of suspected faulty question writing. I received a 91 before the curve.), French and Comprehensive English.
In the realm of teaching and tutoring, assisting students with study skills is more of a diagnostic process. In order to make improvements, students have to describe how they prepare for exams, take notes, attempt solving problems, et cetera. The teacher or tutor, however, has to be able to figure out changes based on the student's approach to academics--there's usually more than one right way to study any given subject. Although it may be more trial-and-error than a straightforward "here's what to do for this problem", this approach can expose students to varying views on studying. These varying perspectives can provide a main plan and even a backup plan for students to follow, which can be very helpful in the long run. In that respect, utile study skills are more like a railway system--a student may have one train of thought, but at a junction, other routes may be equally helpful; it's always good to have options.