My experience - Revision history

Shawn at 21:08, 10 December 2011

2011-12-10T21:08:15Z

← Older revision		Revision as of 14:08, 10 December 2011
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	I will organize my experience by fields ~~and importance~~, rather than chronologically. This will also be more honest and less varnished, even controversial, than an average résumé.		I will organize my experience by fields, rather than chronologically. This will also be more honest and less varnished, even controversial, than an average résumé.

	==Teaching==		==Teaching==
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	==Music==		==Music==
			See [[:Category:Music]].
	Music has been an interesting superlative in my life. Always my best academic subject, but never my academic or career focus. I have learned many instruments, but remain dilettantish in all.		Music has been an interesting superlative in my life. Always my best academic subject, but never my academic or career focus. I have learned many instruments, but remain dilettantish in all.

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	==Computers==		==Computers==
			See [[:Category:Computers]].
	Ah, the freedom to customize your shackles! I have been able to do so many different tasks thanks to an understanding of quite a diverse skill-set on the computer, but it has taken quite an investment to learn all that. How about a list of skills?		Ah, the freedom to customize your shackles! I have been able to do so many different tasks thanks to an understanding of quite a diverse skill-set on the computer, but it has taken quite an investment to learn all that. How about a list of skills?
	*Programming and interpreted languages		*Programming and interpreted languages

Shawn: Protected "My experience": clear authorship of Shawn ([edit=sysop] (indefinite) [move=sysop] (indefinite))

2011-08-03T00:16:36Z

Protected "My experience": clear authorship of Shawn ([edit=sysop] (indefinite) [move=sysop] (indefinite))

← Older revision	Revision as of 17:16, 2 August 2011
(No difference)

Shawn: Undo revision 1510 by spambot 187.107.145.185 (Talk)

2011-08-03T00:16:17Z

Undo revision 1510 by spambot 187.107.145.185 (Talk)

← Older revision		Revision as of 17:16, 2 August 2011
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	*Hardware:I've changed quite a few hard drives, memory, batteries. I've cannibalized computers and phones and music-players. I know my way around SCSI, PATA, SATA, USB, and FireWire. I've set up WiFi networks. I've interfaced micro-controllers and musical instruments to computers using USB, MIDI, and RS-232 serial communications.		*Hardware:I've changed quite a few hard drives, memory, batteries. I've cannibalized computers and phones and music-players. I know my way around SCSI, PATA, SATA, USB, and FireWire. I've set up WiFi networks. I've interfaced micro-controllers and musical instruments to computers using USB, MIDI, and RS-232 serial communications.

	~~Wow! That~~'s a ~~really neat asnewr!~~		==Electronics==
			For a project for an educational class in grad school, I started learning how to build electronic circuits. I started with transistors, and phototransistors, and light-dependent resistors. I've used micro-controllers to measure light, temperature, and wind speed, and to store data in volatile memory and on non-volatile memory cards; to display data on a LCD screen; and to communicate controls to a MIDI instrument.

	==Photography==		==Photography==

Xeentav: /* Electronics */

2011-08-01T19:31:16Z

Electronics

← Older revision		Revision as of 12:31, 1 August 2011
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	*Hardware:I've changed quite a few hard drives, memory, batteries. I've cannibalized computers and phones and music-players. I know my way around SCSI, PATA, SATA, USB, and FireWire. I've set up WiFi networks. I've interfaced micro-controllers and musical instruments to computers using USB, MIDI, and RS-232 serial communications.		*Hardware:I've changed quite a few hard drives, memory, batteries. I've cannibalized computers and phones and music-players. I know my way around SCSI, PATA, SATA, USB, and FireWire. I've set up WiFi networks. I've interfaced micro-controllers and musical instruments to computers using USB, MIDI, and RS-232 serial communications.

	~~==Electronics==~~		Wow! That's a really neat asnewr!
	~~For a project for an educational class in grad school, I started learning how to build electronic circuits. I started with transistors, and phototransistors, and light-dependent resistors. I~~'ve used micro-controllers to measure light, temperature, and wind speed, and to store data in volatile memory and on non-volatile memory cards; to display data on a LCD screen; and to communicate controls to a ~~MIDI instrument.~~

	==Photography==		==Photography==

Shawn at 04:53, 5 December 2010

2010-12-05T04:53:13Z

← Older revision		Revision as of 21:53, 4 December 2010
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	*Music Software		*Music Software
	**I really enjoyed the Amiga (1987-1994) for music production, but it wasn't my first computer for music. In high school my music teacher asked me to pioneer the use of a Yamaha CX5-M, a computer with built-in synth, sequencer, and MIDI, the school somehow acquired. I used it for experimental sequences based on jazz, and to sequence back-up tracks for singers quickly.		**I really enjoyed the Amiga (1987-1994) for music production, but it wasn't my first computer for music. In high school my music teacher asked me to pioneer the use of a Yamaha CX5-M, a computer with built-in synth, sequencer, and MIDI, the school somehow acquired. I used it for experimental sequences based on jazz, and to sequence back-up tracks for singers quickly.
			*Hardware:I've changed quite a few hard drives, memory, batteries. I've cannibalized computers and phones and music-players. I know my way around SCSI, PATA, SATA, USB, and FireWire. I've set up WiFi networks. I've interfaced micro-controllers and musical instruments to computers using USB, MIDI, and RS-232 serial communications.

			==Electronics==
			For a project for an educational class in grad school, I started learning how to build electronic circuits. I started with transistors, and phototransistors, and light-dependent resistors. I've used micro-controllers to measure light, temperature, and wind speed, and to store data in volatile memory and on non-volatile memory cards; to display data on a LCD screen; and to communicate controls to a MIDI instrument.

			==Photography==
			Another serious hobby started in high school. My high school had a great darkroom, where I developed hundreds of photos for yearbook and just to practice. I've used Photoshop since 1993, and have been taking digital photos since 1999. During the 2000s, I scanned hundreds of slides, mostly Fuji Velvia, to process and print digitally. As of 2010 I still use an Epson 2200 I bought in 2002 for printing; the key to keeping the heads clean is a few drops of ammonia on the idling pads.

			==Academics==
			Extramural studies in 1992-1993 at Cornell inspired me to matriculate for a degree in education there. That pattern is repeating in 2010, after taking two excellent courses extramurally again, [[STS 3301]] and [[EDUC 6470]].

			For my undergraduate degree, 1987-1991 I studied physics and the history of science. The Undergraduate Research Program was quite formative for me; my sophomore year I took a graduate course in the history of modern physics, and the professor graciously allowed me to help him and eventually coauthor a paper on four quantum pioneers, for that research project. None of the concentrations for physics majors appealed to me, except the freely customizable one, which I set to a set of history and sociology courses.

			My graduate degree was originally intended to be an M.S., but I earned an M.A.T. for practical reasons at the end of it. I didn't have a workable thesis, but I had met all the requirements for the M.A.T., and it was useful for my teaching licensure. I took many more courses than required for an M.A.T., and am now a richer teacher for it.

			==Christian Science==
			I have been a member of the First Church of Christ Scientist in Boston, MA since 2004, when I lived a block away from it. I also joined First Church of Christ Scientist Newton MA in 2006. I studied in Christian Science sunday schools from 1974-1988, very much centered on thoughtful readings of the bible and the Christian Science textbook. I have experienced some notable demonstrations of healing and have gained insight and perspicacity on many issues thanks to teaching, precepts, and demonstrations.

			[[Category:Studies]]

Shawn at 04:06, 5 December 2010

2010-12-05T04:06:27Z

@@ Line 1: / Line 1: @@
-I will organize my experience by fields and importance, rather than chronologically. I will also be more honest and less varnished than an average résumé.
+I will organize my experience by fields and importance, rather than chronologically. This will also be more honest and less varnished, even controversial, than an average résumé.
 ==Teaching==
@@ Line 9: / Line 9: @@
 :Biology was a thoughtless mid-year appointment; I leaned heavily on the much more qualified biology teacher. Earth science can be an excellent curriculum, but difficult to teach without field trips.
 :Hopefully it was a benefit to my students to learn that an adult could be interested in these diverse fields. It was certainly a benefit to me to understand the scope of high school science curriculum in New York, now that I work with a broad spectrum of teachers.
 ;Northern Lights Learning Center:2009-:I teach 8-10 week project-based units to groups of home-schooled students in a space they lease in Ithaca. Each session I invent a new course and the center lists it in a catalog for students.
@@ Line 23: / Line 24: @@
 ;Substitute, Ithaca City School District, 1993-1995:Being inexperienced, I was only called when there were many subs needed. I remember students at Dewitt Middle School trying to push my buttons, students in Boynton Middle School expressing deep respect for their absent teacher. Unfortunately, I never got to substitute for a physics teacher, just math at Ithaca High School.

Shawn: /* Teaching */

2010-12-05T02:55:47Z

Teaching

← Older revision		Revision as of 19:55, 4 December 2010
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	:The students were fascinating and vivacious. Some were worked too hard for their age, by their parents. I knew it was right to skip a lesson on some sunny days and take the children to a neighborhood playground, to get away from the drab interiors and oppressive curricular atmosphere. Weekly strawberries-on-rice for lunch was a boost to my constitution. I always ate with students.		:The students were fascinating and vivacious. Some were worked too hard for their age, by their parents. I knew it was right to skip a lesson on some sunny days and take the children to a neighborhood playground, to get away from the drab interiors and oppressive curricular atmosphere. Weekly strawberries-on-rice for lunch was a boost to my constitution. I always ate with students.
	:I do not regret going there for a year.		:I do not regret going there for a year.

			;Student field experience, Ithaca High School:As a M.A.T. candidate at Cornell, I shadowed a physics teacher at Ithaca High School, and taught one lab class on reflections using lasers. I remember seeing the guide to Regents Physics curriculum, how everything was laid out for the year, topic by topic; that I think of as the beginning of seeing how poorly state-mandated physics curriculum was aligned to the future of the students who took it.

			;Substitute, Ithaca City School District, 1993-1995:Being inexperienced, I was only called when there were many subs needed. I remember students at Dewitt Middle School trying to push my buttons, students in Boynton Middle School expressing deep respect for their absent teacher. Unfortunately, I never got to substitute for a physics teacher, just math at Ithaca High School.

Shawn: /* Teaching */

2010-12-05T02:49:53Z

Teaching

← Older revision		Revision as of 19:49, 4 December 2010
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	:My third course was to build an electronic [[data-logging anemometer]], based on a micro-controller.		:My third course was to build an electronic [[data-logging anemometer]], based on a micro-controller.

	;International American School, 1995-1996:It was certainly eye-opening to teach 4th through 7th graders in Warsaw, Poland. I taught in english to pupils from Poland and many expatriates.		;International American School, 1995-1996:It was certainly eye-opening to teach science and math to 4th through 7th graders in Warsaw, Poland. I taught in english to pupils from Poland and many expatriates.
	:The major issue was corruption. For example, administrators had my grades changed so that a student wouldn't have to be held back a year. It was wrongly assumed that a person who studied engineering would be a better teacher of math than a person who studied education. Polish parents lost sight of our promise to teach an American curriculum, when it came to math~~. The students were fascinating and vivacious~~. There was too little communication between the native staff and the foreign staff.		:The major issue was corruption. For example, administrators had my grades changed so that a student wouldn't have to be held back a year. It was wrongly assumed that a person who studied engineering would be a better teacher of math than a person who studied education. Polish parents lost sight of our promise to teach an American curriculum, when it came to math. There was too little communication between the native staff and the foreign staff.
			:The students were fascinating and vivacious. Some were worked too hard for their age, by their parents. I knew it was right to skip a lesson on some sunny days and take the children to a neighborhood playground, to get away from the drab interiors and oppressive curricular atmosphere. Weekly strawberries-on-rice for lunch was a boost to my constitution. I always ate with students.
	:I do not regret going there for a year.		:I do not regret going there for a year.

Shawn at 02:44, 5 December 2010

2010-12-05T02:44:16Z

← Older revision		Revision as of 19:44, 4 December 2010
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	==Teaching==		==Teaching==
	;Coalition School for Social Change (CSSC), 1997-2003:I taught physics, chemistry, environmental science, earth science, biology, living environment, and music. Every year in physics I taught project-based units, kinematics and electronic circuits being the mainstay projects. I added an astronomy library research project to the physics course in the middle of my tenure. Chemistry without serious equipment-based labs was mostly a disaster. I taught music only one year; it was not good, without enough instruments; fortunately the school was able to fund a much better music curriculum and hire a real music teacher after me. The highlight of the environmental science was that it was a team teaching job by me and Conrade Welch. He was a good mentor, and we developed an excellent field experience helping the Central Park Conservancy study tree viability in the Ramble, a wilder area of the park. Biology was a thoughtless mid-year appointment; I leaned heavily on the much more qualified biology teacher. Earth science can be an excellent curriculum, but difficult to teach without field trips. Hopefully it was a benefit to my students to learn that an adult could be interested in these diverse fields. It was certainly a benefit to me to understand the scope of high school science curriculum in New York, now that I work with a broad spectrum of teachers.		;Coalition School for Social Change (CSSC), 1997-2003:I taught physics, chemistry, environmental science, earth science, biology, living environment, and music.
			:Every year in physics I taught project-based units, kinematics and electronic circuits being the mainstay projects. I added an astronomy library research project to the physics course in the middle of my tenure.
			:Chemistry without serious equipment-based labs was mostly a disaster.
			:I taught music only one year; it was not good, without enough instruments; fortunately the school was able to fund a much better music curriculum and hire a real music teacher after me.
			:The highlight of the environmental science was that it was a team teaching job by me and Conrade Welch. He was a good mentor, and we developed an excellent field experience helping the Central Park Conservancy study tree viability in the Ramble, a wilder area of the park.
			:Biology was a thoughtless mid-year appointment; I leaned heavily on the much more qualified biology teacher. Earth science can be an excellent curriculum, but difficult to teach without field trips.
			:Hopefully it was a benefit to my students to learn that an adult could be interested in these diverse fields. It was certainly a benefit to me to understand the scope of high school science curriculum in New York, now that I work with a broad spectrum of teachers.

	;Northern Lights Learning Center:2009-:I teach 8-10 week project-based units to groups of home-schooled students in a space they lease in Ithaca. Each session I invent a new course and the center lists it in a catalog for students.		;Northern Lights Learning Center:2009-:I teach 8-10 week project-based units to groups of home-schooled students in a space they lease in Ithaca. Each session I invent a new course and the center lists it in a catalog for students.
Line 9:		Line 15:
	:My third course was to build an electronic [[data-logging anemometer]], based on a micro-controller.		:My third course was to build an electronic [[data-logging anemometer]], based on a micro-controller.

	;International American School, 1995-1996:It was certainly eye-opening to teach 4th through 7th graders in Warsaw, Poland. I taught in english to pupils from Poland and many expatriates. The major issue was corruption. For example, administrators had my grades changed so that a student wouldn't have to be held back a year. It was wrongly assumed that a person who studied engineering would be a better teacher of math than a person who studied education. Polish parents lost sight of our promise to teach an American curriculum, when it came to math. The students were fascinating and vivacious. There was too little communication between the native staff and the foreign staff. I do not regret going there for a year.		;International American School, 1995-1996:It was certainly eye-opening to teach 4th through 7th graders in Warsaw, Poland. I taught in english to pupils from Poland and many expatriates.
			:The major issue was corruption. For example, administrators had my grades changed so that a student wouldn't have to be held back a year. It was wrongly assumed that a person who studied engineering would be a better teacher of math than a person who studied education. Polish parents lost sight of our promise to teach an American curriculum, when it came to math. The students were fascinating and vivacious. There was too little communication between the native staff and the foreign staff.
			:I do not regret going there for a year.

Shawn: Created page with 'I will organize my experience by fields and importance, rather than chronologically. I will also be more honest and less varnished than an average résumé. ==Teaching== ;Coalit…'

2010-12-05T02:43:00Z

Created page with 'I will organize my experience by fields and importance, rather than chronologically. I will also be more honest and less varnished than an average résumé. ==Teaching== ;Coalit…'

New page

I will organize my experience by fields and importance, rather than chronologically. I will also be more honest and less varnished than an average résumé.

==Teaching==
;Coalition School for Social Change (CSSC), 1997-2003:I taught physics, chemistry, environmental science, earth science, biology, living environment, and music. Every year in physics I taught project-based units, kinematics and electronic circuits being the mainstay projects. I added an astronomy library research project to the physics course in the middle of my tenure. Chemistry without serious equipment-based labs was mostly a disaster. I taught music only one year; it was not good, without enough instruments; fortunately the school was able to fund a much better music curriculum and hire a real music teacher after me. The highlight of the environmental science was that it was a team teaching job by me and Conrade Welch. He was a good mentor, and we developed an excellent field experience helping the Central Park Conservancy study tree viability in the Ramble, a wilder area of the park. Biology was a thoughtless mid-year appointment; I leaned heavily on the much more qualified biology teacher. Earth science can be an excellent curriculum, but difficult to teach without field trips. Hopefully it was a benefit to my students to learn that an adult could be interested in these diverse fields. It was certainly a benefit to me to understand the scope of high school science curriculum in New York, now that I work with a broad spectrum of teachers.

;Northern Lights Learning Center:2009-:I teach 8-10 week project-based units to groups of home-schooled students in a space they lease in Ithaca. Each session I invent a new course and the center lists it in a catalog for students.
:My first course was to build panel-reflector solar cookers.
:My second course was to build electronic circuits, just as we did at CSSC.
:My third course was to build an electronic [[data-logging anemometer]], based on a micro-controller.

;International American School, 1995-1996:It was certainly eye-opening to teach 4th through 7th graders in Warsaw, Poland. I taught in english to pupils from Poland and many expatriates. The major issue was corruption. For example, administrators had my grades changed so that a student wouldn't have to be held back a year. It was wrongly assumed that a person who studied engineering would be a better teacher of math than a person who studied education. Polish parents lost sight of our promise to teach an American curriculum, when it came to math. The students were fascinating and vivacious. There was too little communication between the native staff and the foreign staff. I do not regret going there for a year.