Ohio Wesleyan University (Psychology)
Ohio State University (Master's)
Ohio State University (PhD)
I have an earned doctorate in Industrial Technology Education from OSU and have recently retired from teaching at both public school and college levels. My Master's specialty was in what was then called Learning Disabilities. I taught special needs learners from kindergarten age through grade 12; I managed High School LD resource rooms before returning to graduate school to finish my Ph.D. The dissertation was an EEG study of the brain functioning of teenage right-handed male high school students while performing psychomotor tasks. This was at the beginning of the left/right brain focus in scientific studies circa 1980, and, quite frankly, we had no idea what we would find. Subjects were normal, EMR, LD, and gifted students. We had a pool of autistic boys as well, but were forced to eliminate them, since we had no idea of whether our instructions were getting through to them, and their responses made no sense to us. I have since maintained a keen interest in the Autism spectrum, including autism, Asperger's, ADD/ADHD, and on down the line, since I am very firmly a member of the club, having used a very high IQ to develop coping skills.
I have always been a foreign car fanatic, having purchased my first VW Beetle and clapped-out 1957 Porsche Speedster back in the day, when Porsches were just rusted-out, broken-down sports cars, along with MGs, Triumphs, Alfas, and Fiats. This love of cars led me to open a foreign auto repair shop, in the Short North, which I operated for 30 years. I went SCCA sports car racing at Mid Ohio; Watkins Glen; IRP; Nelsons Ledges; and numerous autocrosses and parking lot events. This love of cars led to an adjunct faculty position at CSCC, where I taught the introductory auto course for ten years. Rather than say, "This is a carburetor"--cars don't have carburetors--or, "This is a distributor"--cars don't have distributors--we studied the eight automotive systems and their effects on the world re: physics, chemistry, math, history, sociology, politics, economics, environment, WWII, and one or two more. Kids loved it. Always got perfect SEIs (student evaluations of instruction).
My current passion is alternative, wind-generated electricity. Ohio is the worst state in the USA for brown energy, with only 2.5% clean; the other 97.5% is spewing CO2 into the atmosphere. Let us hope it is not too late. I have an earned doctorate in Industrial Technology Education from OSU and have recently retired from teaching at both public school and college levels. My Master's specialty was in what was then called Learning Disabilities. I taught special needs learners from kindergarten age through grade 12; I managed High School LD resource rooms before
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.
With an earned doctorate, four decades of teaching at both public-school and college levels, and teaching the freshman English sequence at Columbus State Community College, my qualifications far exceed the requirements.
While finishing my doctorate at OSU all the other Ph.D. candidates brought their rough drafts to me for editing, because they knew that, when I handed it back, they could expect no more red marks on their dissertations. I even caught one of our faculty members, a world-renowned scholar, in a grammar error in one of his published articles. He had referred to a 'hair-brained scheme.' I noted that he should've called it a 'hare-brained scheme.' He agreed, laughing.
I have always excelled at test-taking, and will be happy to share those skills with my students.
I retired from public-school and college-level teaching last year.
My students always commented that Dr. C. makes learning fun, and that I always took the time to explain things that the students found difficult to understand.
My most recent ACT-Reading student, Emma, raised her Reading score from 22 to 26
My Masters degree was in Special Education, specifically Learning Disabilities (now subsumed under ADD/ADHD). The last five years of public school were spent teaching what were then called LD children.
I know the subject from the inside out.
I earned a doctorate in Education, taught the freshman English sequence at a Community College, and proofread and edited the rough drafts of other doctoral candidates' dissertations, reducing the incidence of the dreaded red-pencil marks from the faculty committee to near zero.
My most recent ACT English student, Emma, raised her score from 22 to 26.
I am a retired educator with four decades of experience at both public school and college levels. I taught the freshman English sequence at Community College. I hold an earned doctorate and am a member of Mensa, the high-IQ society. I am fairly conversant in Spanish.
While completing my Ph.D. at OSU, all the other candidates would have me proofread/edit their rough drafts, since this would virtually eliminate the dreaded red pencil marks by the faculty. In fact, I once caught one of the senior profs in a grammar error in one of his published articles.
I now tutor the English/Reading/Grammar section of the ACT. My favorite student, Emma, raised her Science from 22 to 28; her Reading from 20 to 24; her English from 25 to 29, and her composite from 25 to 28. That is remarkable. Dad is ecstatic; Mom is happy; so is Emma. Now I remember why I got into this business four decades ago.
I am now working with Rohit, an ethnic Indian sixth-grader, on his English/Language skills, and we are having a blast.
Got kids you want to help? Send them to Dr. Jim.
While working on my Ph.D. at OSU, all the other candidates would have me proofread/edit their rough drafts. After getting their corrected drafts back from me, their number of dreaded red marks from the professors would drop dramatically.
I actually caught one of the senior professors in a grammar error. Dr. Ray, a world renowned researcher, had posted his latest journal article on the bulletin board for all to admire. We grad students read it. I noted that Professor Ray had written about a 'hair-brained scheme,' when he had meant to say' hare-brained.'
I drew an angry red circle around the offending phrase, wrote 'WW' for 'wrong word,' then wrote 'SB hare-brained.'
We were hiding behind the office door, waiting to see what would happen next.
He strode in, noticed that someone had defiled his masterpiece, read it, then said, ''That is correct; Cowan, did you do this?''
General merriment ensued.
I have taught in public schools and colleges for over forty years.
I headed a large multilevel marketing organization in central Ohio, and led meetings with over 100 people in the room.
Never at a loss for words when in front of a crowd, the presentations are always thorough, to the point, and entertaining.
I am qualified for the SAT Reading test; I attended college on a Merit Scholarship based on my 99th percentile scores on the SAT.
I taught the freshman English sequence at Columbus State Community College for several years.
I currently tutor for the ACT.
A recent tutee raised her overall score from 25 to 28: Science, 22 to 28; English, 25 to 29; Reading from 20 to 24. These are significant improvements.
Feel free to get back if you need more information,
Jim C, Ph.D.
After 2 years of high school Spanish, and three years of college Spanish, I have always maintained an interest in the language.
I had two Puerto Rican employees in my business, and was able to communicate with them effectively, if not rapidly.
I also dated a woman from Costa Rica last year, and we communicated pretty well.