4.9
average from
212
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“**Just like people said - excellent!**”

Nearly all technical and business concepts can be captured in everyday examples. Since 1987, what young minds have taught me in my thousands of sessions with them (both one-on-one and in the classroom) is that they respond to things that are simple, fun, and practical. They value pictures, stories, game-like "what if?" experiments, and real-world

*Clients may cancel anytime for any reason at no charge!
Students enjoy the lessons or they're free.
Cost is often negotiable on a local case-by-case basis.*

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Brad is approved to conduct lessons through Wyzant Online. Wyzant Online allows students and tutors to work remotely via video, audio, and collaborative whiteboard tools. For more information about how online tutoring works, check out Wyzant Online.

If you’re interested in online lessons, message Brad to get started.

We read Brad's reviews and they were stellar - we had the same experience. Brad has a real knack in explaining the topics and wants to make sure the student understands rather than just being able to plow through physics formulas. Really impressed!

Brad's preparation and follow-up with every lesson are exemplary! In addition, he knows how to relate to college age students. In addition, Brad is meeting my son on campus and is flexible with scheduling.

Brad is willing to try going through something with you step by step and if you need a repeat he is more than willing to do so! Great Tutor and will be using his knowledge and patience again!

Excellent teacher! Very smart patient and knowledgeable in my math coursework. Very easy to understand and very helpful in explaining the work in a way I can understand

Brad really helps my daughter with her Advance Placement Calculus course materials. She was struggling before but is now much more confident because of his help.

Brad is extremely patient and willing to work with you till you get it. Also is able to explain things in multiple ways. Would definitely recommend.

Brad is a great tutor. He is very dedicated to his lessons and very thorough. He is patient and will help you in any way he can. He helped me to go from almost failing to a B.

Working to review for SAT Math. Brad utilizes various tips and techniques to find what makes the concept the easiest to understand. He provides a thorough assessment of lesson that was completed and provides material to review in between lessons.

I highly recommend Brad , he an excellent Calc. tutor and my grades have improved tremendously since working with him !

Brad has been tutoring my daughter for a short period of time thus far, but he has been attentive to our personal scheduling requests and accommodating to specific focus on needed help in chemistry.

Brad understood my son's needs, and took the time to explain new methods of understanding the material. We were very pleased with the outcome.

Has a great knack for simplifying the very complex for my son. In two lessons has already made an impact. Thank you.

Brad helped my son who was struggling with accounting at the university level. Brad responded to my request within a few hours, and offered times that he could help my son the very next day! He was punctual, patient, and followed up quickly with his lesson report. WyzAnt is a great service, and my son and I were both pleased with the tutoring.

Brad helped my son with math that he needed to know for the SAT's. He has an insightful way of teaching so that my son understands based on drawings and some theory. My son's question-answer times have improved dramatically!

Thank you kindly, Karen, for the generous assessment. Your son and I appreciated first-hand how a fully-labelled sketch can easily "re-frame" many of these SAT math puzzles. We had a lot of fun avoiding the time-consuming academic "reflex" of diving headlong into equations -- we even enjoyed a few chuckles regarding the value of these "simpler ways." It was a pleasant summer with your son and I will miss our routine.

The very best to both of you...

Math:

ACT Math,
Science:

ACT Science,
English:

Proofreading
Business:

Business,
Approved subjects are in **bold**.

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.

Students can enjoy simple techniques to "re-frame" many of these ACT Math puzzles using a very different, non-academic approach. Our "toolkit" includes: cutting in half, rescaling, "seeing the offset," "stair-stepping," noting counter-examples, using the "middle-value," "spelling it out" for powers & probability patterns, numer/denom tracking, and system "levelling and cancelling." Our cost-free material contains hundreds of multiple-choice and "grid-in" problems. Typical sessions begin with a tutorial puzzle, followed by a review of test questions, and ending with a timed-test simulation (Goal: 1 answer per minute).

Our ACT sessions will impart a "down-to-earth", visual sense of how any triangles work. Would you like to be able to "see" the three sides and three angles of any triangle without fumbling with equations? This can be performed mentally within a minute. Given two sides and an angle, or two angles and a side, we can specify the three remaining unknowns within 5%. No calculator or tables are needed! We will use two simple approximations often overlooked. This will serve as a handy supplement to the laws of sine and cosine for non-right triangles. We'll see how squares and circles work -- the template for almost all spatial concepts. Geometry areas and volumes can be estimated with no formulas to remember! We will also "see" how most algebra stems from the y=x and y=x^2 relations.

What is "Science?" Simply put, science is the study of how things work: cause and effect. Therefore, science -- at its core -- is a laboratory business: test, measure, and deduce. Repeat to be sure. The 40-question ACT Science exam is designed to gauge the candidate's sense of this experimental process.

Several passages will describe the set-up, procedure, and results of experiments. In each of these scenarios, something is moving, growing, reacting, or changing. What's causing it and how much? Can the experiment be improved? Are we measuring the correct variable, in the best location, and in a suitable way? How do we know that the numbers are right? What could be corrupting our measurement process? What am I overlooking? What could I be doing wrong? This is the humble, disciplined, scientific "mind-set" I am privileged to teach students.

Three elements will lead to superior ACT Science scores:

(1) Careful, active reading -- what's happening and how? This may be the toughest aspect for ACT test-takers.

(2) Graph and table perception -- seeing flat lines, constant slopes, sudden changes, recurring trends, and "outliers."

(3) A solid, unified awareness of physical phenomena and their underlying causes -- why is this occuring?

Graphs and tables are where the shortcuts lie -- we'll look at those first. Reading involves asking the productive questions that stem from those very same graphs and tables. Physics acumen comes from experience -- I'll distill it all for you into a common framework. It will be a pleasure to mentor clients using my thousands of hours of power plant and laboratory test background. Real-world science is a dirty, sobering, and surprising business -- and that makes this field fascinating!

Nearly 25% of tutoring time to date has been devoted to assisting Salem & Blacksburg High School students in this vital precalculus subject. RU MATH 138 has been a popular client class, too.

Picking up where Algebra 1 leaves off, the y=x^2 relation is the starting point for this subject. Learn to "stair-step," "cut in half," and to re-scale systems of equations to "even up" or "cancel." The square, circle, and triangle will form our "template" for all spatial concepts. Students will develop a handy "visual" sense of polynomials, sine waves, and the e^x and ln(x) curves. Algebra 2 overlaps with much of the precalculus description below.

WyzAnt clients have included VT and RU business students for various courses. Business students will be able to draw from my own self-employment experience since 1990 and from my investment activities since 1996. International clients have also recently enlisted my assistance with business plan material and investment analyses through the world's largest freelance marketplace, Upwork (formerly oDesk). Great businesses exhibit certain traits that, when identified, merit investment interest and can be emulated and adapted to other business situations.

Practical training is available for AP Calc students, science-eng'r clients (VT MATH 1225-6, RU MATH 151) and for business majors (VT MATH 1525-6, RU MATH 126). Other tutored courses have included VT MATH 1206, 2214, 2224. Calculus is the mathematics of change. Slope (a derivative) is all about observing differences at a particular point. Integration is simply a fancy way of adding super-thin slices, whether areas, volumes, moments or work. Free summary sheet available for 1226 or 1525-6 upon request.

It was enjoyable to make the "final four" of the 21 high-school teams competing at the Corning, NY chapter of the American Chemical Society's May 1981 "Chem Bowl". Virginia Tech favored me with a full 1st-year of advanced-placement (AP) chemistry credits. High-school-level chem is likely where I'd be more helpful.

Chemistry is all about the slots in an atom's electronic "outer-shell." We must also attend to concentrations & proportions. Lewis-diagram rules can "size-up" possible compounds, like using Tinker Toys or Legos. We'll also see bond angles and molecular shapes.

Recent local tutoring for VT Math 2214 has included techniques of separation of variables, changing of variables, the Bernoulli substitution, and applying the integration factor e^kt. All these methods are designed to re-frame problems into more familiar and workable forms.

The "diff eq" systems where I'd be most helpful are the 1st- and 2nd-order linear systems that occur in nature. Examples include natural decay, temperature change, free-fall against air drag, charging capacitors, or a spring-mass system "playing catch" with its two energy forms. In higher-order systems, the lag of the 1st or 2nd order elements can dominate, simplifying the issue.

In 1987, Virginia Tech saw fit to award me a BSME, magna cum laude. Completing the Cooperative Education program favored me with 2000 hours of power plant performance-testing experience. Graduate school activities included passing the ME PhD Qualifying Exam (1987), as well as finishing 70 semester hours of MS and PhD coursework emphasizing real-world measurement and control systems. It was fun designing a low-hemolysis (0.04 mg Hb/dl pumped) pulsatile blood pump for cardiopulmonary-bypass use. I also enjoyed the lab teaching and grading of at least 50 ME undergraduates in the crafts of instrumentation, signal conditioning, microprocessor-PC interfacing, and technical report writing.

What makes the ME an "Electro-Mechanical" Engineer? Building your OWN measurement-and-control circuits. I'd be most helpful working with low-voltage DC signals and layouts.

Our sessions can include gates, flip-flops, latches, one-shots, counters, comparators, 7-seg LED displays, transistors, diodes, capacitors, op-amps, & Darlingtons. Troubleshooting usually involves a poor connection, ground disparity, noise, voltage drift, heat sensitivity, or a time lag.

It was fun teaching a community-college lab course where several students built their own DC power supplies for their final exam, transforming, rectifying, filtering, and regulating voltage to "spec." It would be a pleasure to provide you with a "hands-on", workbench-like approach to your EE studies! Circuit schematics are available on request.

Extensive local tutoring has included both financial and managerial accounting principles for VT ACIS 2115-2116 and RU ACTG 211-212.

Accounting, simply stated, is the "language" used in recording business transactions. The simplest transaction is an actual lump-sum transfer of cash on a specific date. Most deals, however, take non-cash forms and are spread out over time -- sometimes over very long, even indeterminate timeframes. This is when accounting gets very interesting, requiring a deep understanding of the principles, assumptions, and estimates used in producing a particular accounting exhibit. It's NOT so much what the numbers ARE, but what the numbers MEAN. And the figures can mean VERY different things in different business situations! It's also helpful to notice when the accounting is sober & conservative and when it's "rosy" and overly-optimistic. I'd be of more practical help in the reading and understanding of accounting statements than in their actual preparation. I've also been requested to perform numerous quarterly audits.

In 1987, Virginia Tech saw fit to award me a Minor in Economics. As a practicing private investor from 1996 through 2006, I examined thousands of accounting exhibits for hundreds of companies and their annual reports describing their financial situations. During that same 10-year period, I wrote 172 pages of essays explaining each of my investments. My favorite investment writers are J.M. Keynes, Ben Graham, Phil Fisher, and Warren Buffett. It was fun to own Berkshire Hathaway shares from February 2000 through 2006.

My recent GMAT activity has included drafting several dozen practice questions for an international client's test-prep website focusing on the Quant portion's data-sufficiency and word-problem types. My January 2017 unofficial GMATPrep score of 760 ranked in the 99th percentile.

Having been favored with an official GRE Quant score in the 97th percentile (770/800 scaling), our GRE math sessions will impart a "down-to-earth", visual sense of how the numbers and formulas work. My recent unofficial ETS scores using the 170 scale are 169 verbal, 170 quant.

Linear algebra tries to handle systems of multi-variable equations in matrix form. ME grads like myself must complete a sophomore-level course on the subject. Modern-control theory favors this matrix concept in senior/grad-level ME courses to treat even differential equations whether or not they are "Laplace transformed" into algebraic form. If you have to complete courses like these, I've taken a few and can guide you.

One key coping mechanism is to lay out your system to minimize variables: "triangular"-ize the matrix so it may be "back-solved." By rearranging and by cautiously rounding-off certain factors, a big matrix can be simplified into "4x4" elements. The "4x4's" can then be streamlined to "3x3's" that are solved using the ever-handy "Cramer's rule." Please send me your matrix and I'll make some next-day remarks on it at no cost.

Economics boils down to scarcity and how people react to it. Good economic analysis considers both the numbers and psychology. Mediocre analysis uses only equations.

In 1987, Virginia Tech saw fit to award me a Minor in Economics. As a practicing private investor from 1996 through 2006, I examined thousands of accounting exhibits for hundreds of companies and their annual reports describing their economic situations. During that same 10-year period, I wrote 172 pages of essays explaining each of my investments. My favorite economic writers are J.M. Keynes, Ben Graham, Phil Fisher, and Warren Buffett. It was fun to own Berkshire Hathaway shares from February 2000 through 2006.

Extensive local tutoring has included both financial and managerial accounting principles for VT ACIS 2115-2116 and RU ACTG 211-212.

Accounting, simply stated, is the "language" used in recording business transactions. The simplest transaction is an actual lump-sum transfer of cash on a specific date. Most deals, however, take non-cash forms and are spread out over time -- sometimes over very long, even indeterminate timeframes. This is when accounting gets very interesting, requiring a deep understanding of the principles, assumptions, and estimates used in producing a particular accounting exhibit. It's NOT so much what the numbers ARE, but what the numbers MEAN. And the figures can mean VERY different things in different business situations! It's also helpful to notice when the accounting is sober & conservative and when it's "rosy" and overly-optimistic. I'd be of more practical help in the reading and understanding of accounting statements than in their actual preparation. I've also been requested to perform numerous quarterly audits.

In 1987, Virginia Tech saw fit to award me a Minor in Economics. As a practicing private investor from 1996 through 2006, I examined thousands of accounting exhibits for hundreds of companies and their annual reports describing their financial situations. During that same 10-year period, I wrote 172 pages of essays explaining each of my investments. My favorite investment writers are J.M. Keynes, Ben Graham, Phil Fisher, and Warren Buffett. It was fun to own Berkshire Hathaway shares from February 2000 through 2006.

In 1987, Virginia Tech awarded me a BSME, magna cum laude.

Completing the Cooperative Education program favored me with 2000 hours of power plant performance-testing experience. Graduate school activities included passing the ME PhD Qualifying Exam (1987), as well as finishing 70 semester hours of MS and PhD coursework emphasizing real-world measurement and control systems.

It was fun designing a low-hemolysis (0.04 mg Hb/dl pumped) pulsatile blood pump for cardiopulmonary-bypass use. I also enjoyed the lab teaching and grading of at least 50 ME undergrads in instrumentation, signal conditioning, microprocessor-PC interfacing, and technical report writing.

Economics boils down to scarcity and how people react to it. Good economic analysis considers both the numbers and psychology. Mediocre analysis uses only equations.

In 1987, Virginia Tech saw fit to award me a Minor in Economics. As a practicing private investor from 1996 through 2006, I examined thousands of accounting exhibits for hundreds of companies and their annual reports describing their economic situations. During that same 10-year period, I wrote 172 pages of essays explaining each of my investments. My favorite economic writers are J.M. Keynes, Ben Graham, Phil Fisher, and Warren Buffett. It was fun to own Berkshire Hathaway shares from February 2000 through 2006.

What is "Science?" Simply put, science is the study of how things work: cause and effect. Therefore, science -- at its core -- is a laboratory business: test, measure, and deduce. Repeat to be sure.

In most experiments, something is moving, growing, reacting, or changing. What's causing it and how much? Can the experiment be improved? Are we measuring the correct variable, in the best location, and in a suitable way? How do we know that the numbers are right? What could be corrupting our measurement process? What am I overlooking? What could I be doing wrong? This is the humble, disciplined, scientific "mind-set" I am privileged to teach students.

Scientific acumen comes from experience -- I'll distill it all for you into a common framework. It will be a pleasure to mentor clients using my thousands of hours of power plant and laboratory test background. Real-world science is a dirty, sobering, and surprising business -- and that makes this field quite fascinating!

Extensive physics tutoring has included several clients enrolled in RU PHYS 111-112, Roanoke College PHYS 103-4, and VT PHYS 2205-6 & 2305, including high-school courses. How can projectile kinematics be handled without memorizing formulas? Our sessions favor the "average-velocity" concept for constant-acceleration settings. Did you know there are TWO right-hand rules for magnetic forces? One acts ON the moving charge and another emanates FROM it. Distinguishing these really clarifies! Ditto for properties of mass: inertia and gravitation are completely separate ideas!

Having been favored with a BS in mechanical engineering, as well as power plant and laboratory experience, our physics sessions will impart a "down-to-earth", visual sense of how matter & energy move and interact. Introductory physics can be boiled down to about two dozen concepts. We will use word-pictures (eating, driving a car, spending money, TV shows and movies, sports) and sketch lots of diagrams to “see” the physics. We will see how the numbers work by “tweaking the knobs” of the formulas. We can draw from the “hands-on” mechanical engineering experience I've been favored with: including 2000 hours in power plants testing equipment, plus 2000 hours in laboratories teaching electronics, vibrations, water-air-heat flow, and building a low-hemolysis, pulsatile blood pump for cardiopulmonary-bypass use.

Final exam client preparation has included RU MATH 138.

Our pre-calculus sessions will impart a "down-to-earth", visual sense of how any triangles work. Would you like to be able to "see" the three sides and three angles of any triangle without using a calculator or table of values? This can be done mentally under a minute. Given two sides and an angle, or two angles and a side, we can specify the three remaining unknowns within +/- 5%. No calculator or tables are needed! We will use two simple, overlooked approximations. This will serve as a supplement to the laws of sine and cosine for non-right triangles. Polynomials can be "eyeballed" and factored with simpler methods you may like. "Asymptotes" are simply viewed as "fences" on the x-y grid. Students will also benefit from a "hands-on" look at sine waves, and the e^x and ln(x) functions.

Several recent thesis and journal article authors have benefited from my editing and proofreading services -- both local university and international clients through one of the largest freelance platforms in the world. It has also been a privilege to teach dozens of ME lab undergrads the craft of writing technical reports. My broad engineering and business background can go to work for you, too!

Students can enjoy simple techniques to "re-frame" many of these SAT Math puzzles using a very different, non-academic approach. Our "toolkit" includes: cutting in half, rescaling, "seeing the offset," "stair-stepping," noting counter-examples, using the "middle-value," "spelling it out" for powers & probability patterns, numer/denom tracking, and system "levelling and cancelling." Our cost-free material contains hundreds of multiple-choice and "grid-in" problems. Typical sessions begin with a tutorial puzzle, followed by a review of test questions, and ending with a timed-test simulation (Goal: 1 answer per minute).

Having been favored with a BS in mechanical engineering, as well as power plant and laboratory experience, our SAT Math sessions will impart a "down-to-earth", visual sense of how squares and circles work. Almost all spatial concepts stem from circles and squares. Geometry areas and volumes can be estimated with no fancy formulas to recall! We will also "see" how most of algebra comes from the y=x and y=x^2 templates. I've enjoyed teaching thousands of sessions since the late '80s, both in large classes and in the home on a wide variety of topics. Good teachers care about people, are good examples, know their subject, and are terribly interesting. Students deserve that.

Regression-analysis services are available, especially for laboratory experiments: variable significance testing, multicollinear risk detection, residual imbalance assessment, measurement scatter troubleshooting, and linear transformation development. Sampling of prior lab-data regression work is available on request.

Statistics hopes that samples look like whole populations. The sample is described by a typical, central value: an average, mean, or median. The sample also has a "spread" or range about the average: a standard deviation. Normally, about two-thirds of the group will lie within one standard deviation of the average, and about 95% lives within two standard deviations. Is the sample size big enough? I prefer sampling until there's not much change in medians. Then I over-sample to be sure.

In 1987, Virginia Tech saw fit to award me a BSME, magna cum laude. Completing the Cooperative Education program favored me with 2000 hours of power plant performance-testing experience. Graduate school activities included passing the ME PhD Qualifying Exam (1987), as well as finishing 70 semester hours of MS and PhD coursework emphasizing real-world measurement and control systems. It was fun designing a low-hemolysis (0.04 mg Hb/dl pumped) pulsatile blood pump for cardiopulmonary-bypass use. I also enjoyed the lab teaching and grading of at least 50 ME undergraduates in the crafts of instrumentation, signal conditioning, microprocessor-PC interfacing, and technical report writing.

Nearly 100 hours of WyzAnt tutoring has been provided to Salem & Blacksburg High School students on "trig" principles. RU MATH 138 has been another popular class. Our trigonometry sessions will impart a "down-to-earth", visual sense of how triangles work. Trig functions are used to "see" vectors and simple harmonic motion.

Trigonometry is all about "triangles simplified." Would you like to be able to "see" the three sides and three angles of any triangle without using a calculator or table of values? This can be done mentally under a minute. Given two sides and an angle, or two angles and a side, we can specify the three remaining unknowns within +/- 5%. No calculator or tables are needed! We will use two simple, overlooked approximations.

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Professional Tutor: Ultra Streamlined Math - Physics - Accounting