Contact Information

Email

mike @ mike daub . com
PGP 0xE93E1CEC


Experience

Mike Daub is an experienced physics & mathematics educator.

Online Tutor

I currently tutor physics and mathematics online.

Instructor @ Triangle Tech

Instructor
Triangle Tech
Falls Creek, Pennsylvania
October 2020 – June 2022

I taught and tutored basic mathematics and engineering courses, both in-person and hybrid; conducted video lessons with Google Meet; and managed course with Google Classroom.

Lecturer @ App State

Lecturer
Appalachian State University
Boone, North Carolina
January 2019 – May 2019

I taught introductory physics laboratory courses; trained and worked with teaching assistants; used Vernier sensors and software for laboratory activities; and managed course with Moodle LMS.

Physics Instructor @ Surry CC

Physics Instructor
Surry Community College
Dobson, North Carolina
August 2015 – May 2018

I taught introductory physics courses, including lectures and laboratories; used Vernier laboratory sensors and software; managed courses with Moodle LMS and Microsoft OneNote; assigned homework on WileyPlus and MasteringPhysics systems; performed routine maintenance on laboratory and demonstration equipment; managed all the physics laboratory equipment on two campuses; tutored students in physics and mathematics; academically advised students; and participated in college service activities.

Adjunct Lecturer @ Gannon

Adjunct Lecturer
Gannon University
Erie, Pennsylvania
January 2014 – May 2015

I taught introductory physics courses, including lectures and laboratories.

Assistant Professor PT @ Erie CC

Assistant Professor PT
Erie Community College
Orchard Park, New York
August 2011 – December 2014

I taught various mathematics courses.

Adjunct Instructor @ Fredonia

Adjunct Instructor
State University of New York at Fredonia
Fredonia, New York
August 2014 – December 2014

I taught introductory physics.

Instructor @ Edinboro

Instructor
Edinboro University of Pennsylvania
Edinboro, Pennsylvania
August 2012 – May 2013

I taught introductory physics.

Tutor @ Tutor.com

Tutor
Tutor.com
August 2010 – May 2012

I tutored physics and mathematics online.

Instructor @ Erie Business Center

Instructor
Erie Business Center
Erie, Pennsylvania
February 2011 – April 2011

I taught mathematics.

Adjunct Instructor @ ITT Tech

Adjunct Instructor
ITT Technical Institute
Concord, California
September 2009 – November 2009

I taught mathematics.

Teacher @ De La Salle

Teacher
De La Salle High School
Concord, California
January 2008 – June 2008

I taught physics and algebra. (Yes, this is the school with the famous football team.)

Adjunct Professor @ Diablo Valley

Adjunct Professor
Diablo Valley College
Pleasant Hill, California
August 2007 – December 2007

I taught introductory physics.

Graduate Student Researcher @ UC Berkeley

Graduate Student Researcher
University of California, Berkeley
Berkeley, California
May 1999 – July 2007

We measured the Cosmic Microwave Background Radiation with the ACBAR project.
I was a jack-of-all-trades: I designed the control and readout electronics for the ACBAR receiver; worked with both analog and digital electronics; designed printed circuit boards; created and modified parts using machine shop equipment; worked five summer seasons at Amundsen-Scott South Pole Station for telescope/receiver setup, testing, and maintenance; acted as a Linux system administrator; and analyzed data using Fortran and IDL.

Graduate Student Instructor @ UC Berkeley

Graduate Student Instructor
University of California, Berkeley
Berkeley, California
August 1998 – May 1999

I taught introductory physics and a basic semiconductor circuits laboratory for junior physics majors.

Scientist @ NSWC

Scientist
Naval Surface Warfare Center
Dahlgren, Virginia
January 1998 – July 1998

I will neither confirm nor deny any physics-based computer modeling in Fortan.

Teaching Assistant @ Penn State

Teaching Assistant
Pennsylvania State University
University Park, Pennsylvania
January 1997 – December 1997

Lab Assistant @ Penn State

Laboratory Assistant
Pennsylvania State University
University Park, Pennsylvania
May 1996 – December 1997

Tutor @ Penn State

Tutor
Pennsylvania State University
University Park, Pennsylvania
August 1996 – August 1997

Co-Op @ ORNL

Cooperative Education Student
Oak Ridge National Laboratory
Oak Ridge, Tennessee
August 1995 – December 1995

Ride Operator @ Waldameer

Ride Operator
Waldameer Park
Erie, Pennsylvania
Summer 1995


Education

MA Physics @ Berkeley

Master of Arts in Physics
University of California, Berkeley
Berkeley, California

Master of Arts in Physics - University of California

BS Mathematics @ Penn State

Bachelor of Science in Mathematics
Pennsylvania State University
University Park, Pennsylvania

Bachelor of Science in Mathematics - Pennsylvania State University

BS Physics @ Penn State

Bachelor of Science in Physics
Pennsylvania State University
University Park, Pennsylvania

Bachelor of Science in Physics - Pennsylvania State University

HS Diploma @ Iroquois

Iroquois Junior/Senior High School
Erie, Pennsylvania

Diploma - Iroquois High School

Affiliations

Dudeism

The Curch of the Latter-Day Dude
Ordained Dudeist Priest, since
Just Take It Easy, Mankind!

Certificate of Ordination

AAPT

American Association of Physics Teachers
Member, – 2019

North Carolina Section (NCS-AAPT)
Member, 2015 – 2021
Two-Year College Representative (Elected), May 2016 – Apr 2019

NCTM

National Council of Teachers of Mathematics
Member, 2009 – 2019

NSTA

National Science Teachers Association
Member, 2013 – 2019

Graduate Assembly

Graduate Assembly
University of California, Berkeley
Physics Department Delegate, August 1998 – May 2004
Funding Committee Chair (Elected), June 2001 – May 2003


Publications

High Resolution CMB Power Spectrum from the Complete ACBAR Data Set

High Resolution CMB Power Spectrum from the Complete ACBAR Data Set
C.L. Reichardt et al.
The Astrophysical Journal 694 (2009) 1200-1219
arXiv: 0801.1491 [astro-ph]

In this paper, we present results from the complete set of cosmic microwave background (CMB) radiation temperature anisotropy observations made with the Arcminute Cosmology Bolometer Array Receiver (ACBAR) operating at 150 GHz…

Improved Measurements of the CMB Power Spectrum with ACBAR

Improved Measurements of the CMB Power Spectrum with ACBAR
C. L. Kuo et al.
The Astrophysical Journal 664 (2007) 687-701
arXiv: astro-ph/0611198

We report improved measurements of temperature anisotropies in the cosmic microwave background (CMB) radiation made with the Arcminute Cosmology Bolometer Array Receiver (ACBAR)…

High Resolution Observations of the CMB Power Spectrum with ACBAR

High Resolution Observations of the CMB Power Spectrum with ACBAR
C. L. Kuo et al.
The Astrophysical Journal 600 (2004) 32-51
arXiv: astro-ph/0212289

We report the first measurements of anisotropy in the cosmic microwave background (CMB) radiation with the Arcminute Cosmology Bolometer Array Receiver (ACBAR)…

Estimates of Cosmological Parameters Using the CMB Angular Power Spectrum of ACBAR

Estimates of Cosmological Parameters Using the CMB Angular Power Spectrum of ACBAR
J. H. Goldstein et al.
The Astrophysical Journal 599 (2003) 773-785
arXiv: astro-ph/0212517

We report an investigation of cosmological parameters based on the measurements of anisotropy in the cosmic microwave background radiation (CMB) made by ACBAR…

ACBAR: The Arcminute Cosmology Bolometer Array Receiver

ACBAR: The Arcminute Cosmology Bolometer Array Receiver
M. C. Runyan et al.
The Astrophysical Journal Supplement 149 (2003) 265-287
arXiv: astro-ph/0303515

We describe the Arcminute Cosmology Bolometer Array Receiver (ACBAR); a multifrequency millimeter-wave receiver designed for observations of the Cosmic Microwave Background (CMB) and the Sunyaev-Zel’dovich effect in clusters of galaxies…

Letter from the Field

Berkeley Science Review, Spring 2002, Vol. 2, No. 1
(Check out the back page.)


Awards

Antarctica Service Medal

Antarctica Service Medal of the United States of America
United States Antarctic Program
National Science Foundation

Courage • Sacrifice • Devotion

Antarctica Service Medal Certificate

Student Service Award

Student Service Award
Department of Physics
University of California, Berkeley

Berkeley Physics Student Service Award

Skills

Languages

English – Native speaker
Spanish – Duolingo Score 115

Computer

Microsoft Educator Academy
Microsoft Educator Trainer Academy


Teaching Statement

Students, particularly adults, will work harder and learn more if they are motivated internally, rather than externally. This motivation comes more easily when the student knows the reason for learning something. As a teacher, my biggest challenge is to show each individual student how physics is relevant to their interests, their work, and their personal lives.

My students' development of general problem-solving skills is more important than content knowledge. Good physical intuition and problem solving skills come with practice, just like learning a language. There are no shortcuts or quick and easy ways out. Experience, including making errors, provides the basis for learning activities.

Whether lecturing in front of a class or working with students one-on-one, it must be constantly emphasized that every problem-solving step we take has a reason. Without this logical reasoning, the problem solving techniques will appear mystical to the student. If the student errs, but can explain why they did what they did, then we can correct both the error and their reasoning, and the student will learn from their mistakes. However, if the student errs, but cannot explain their reasoning behind their actions, they will never learn.

I have tried two different approaches in my lectures. One approach I tried was basing the lecture around the prepackaged PowerPoint presentations that usually come with the textbooks. I discovered that this approach is preferred by the students who do not read the textbook, but it does not seem to be very effective. The other approach I tried was to only cover a smaller number of topics, only the most important and the most challenging topics. I discovered using this approach that the students are more likely to prepare more before class. And that was good.

Laboratory experiments and lecture demonstrations are an integral part of my physics courses. Physics is an experimental science. Students more readily understand the relationship between physical theory and experimental evidence when they have the personal experience of conducting experiments and witnessing physical phenomena related to the world around them.

When designing laboratory activities for my courses, I generally follow the principle "Less is more." Instead of providing the students with a laundry list of procedural steps to follow (which they tend to follow blindly and not learn anything), I prefer to give my students a problem to solve or a relationship to find between physical quantities. They receive some instruction on how to use the equipment and software. But, they do have more leeway than other lab instructors are comfortable giving. I've found that some groups of students (for example, engineering majors) enjoy my labs, while other groups (for example, elementary education majors) do not like it.

Office hours are easily my favorite part about teaching. Frequent contact with the students may be the most important factor in maximizing student motivation and involvement. All students learn differently, and this is the best opportunity to provide personalized help. I also make an effort to talk to my students on a personal level to learn about their goals and interests, then I can use this information to motivate them. And I am always happy to provide advice and share my past experiences with my students.

The improvement of teaching is an ongoing process. I regularly use a variety of sources for information and current research to improve my teaching. I am a regular reader of the journals of science and math professional teaching organizations. I regularly read the research from multiple physics education research groups. I have successfully completed massive open online courses on various education topics. And I constantly search through the numerous open educational resource websites to find new material to adapt for the courses I teach.