Mike Daub is an experienced physics & mathematics educator.
I currently tutor physics and mathematics online.
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.
Courses:
TR110: Technical Mathematics/Algebra
TR120: Geometry/Trigonometry
CD231: Statics and Strength of Materials
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.
Courses:
PHY 1103: General Physics I Lab
PHY 1150: Analytical Physics I Lab
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.
Courses:
PHY-110: Conceptual Physics
PHY-110A: Conceptual Physics Lab
PHY-131: Physics – Mechanics
PHY-151: College Physics I
PHY-152: College Physics II
PHY-251: General Physics I
PHY-252: General Physics II
ACA-111: College Student Success
Adjunct Lecturer
Gannon University
Erie, Pennsylvania
January 2014 – May 2015
I taught introductory physics courses, including lectures and laboratories.
Courses:
Phys 100: Physics for Respiratory Care
Phys 101: Physics for Life Sciences
Phys 108: General Physics II
Phys 111: General Physics III
Phys 112: General Physics III Lab
Phys 218: General Physics Lab for Engineers
Assistant Professor PT
Erie Community College
Orchard Park, New York
August 2011 – December 2014
I taught various mathematics courses.
Courses:
MT003: Pre-Algebra Review
MT112: Survey of Mathematics
MT121: Technical Mathematics I
MT125: College Mathematics
Adjunct Instructor
State University of New York at Fredonia
Fredonia, New York
August 2014 – December 2014
I taught introductory physics.
Courses:
Phys 121: College Physics I
Instructor
Edinboro University of Pennsylvania
Edinboro, Pennsylvania
August 2012 – May 2013
I taught introductory physics.
Courses:
PHYS 101: Physical Science 1
PHYS 201: Physics I
PHYS 301: The Nature of Sound
Tutor
Tutor.com
August 2010 – May 2012
I tutored physics and mathematics online.
Instructor
Erie Business Center
Erie, Pennsylvania
February 2011 – April 2011
I taught mathematics.
Adjunct Instructor
ITT Technical Institute
Concord, California
September 2009 – November 2009
I taught mathematics.
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 College
Pleasant Hill, California
August 2007 – December 2007
I taught introductory physics.
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
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
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
Pennsylvania State University
University Park, Pennsylvania
January 1997 – December 1997
Laboratory Assistant
Pennsylvania State University
University Park, Pennsylvania
May 1996 – December 1997
Tutor
Pennsylvania State University
University Park, Pennsylvania
August 1996 – August 1997
Cooperative Education Student
Oak Ridge National Laboratory
Oak Ridge, Tennessee
August 1995 – December 1995
Ride Operator
Waldameer Park
Erie, Pennsylvania
Summer 1995
Master of Arts in Physics
University of California, Berkeley
Berkeley, California
Bachelor of Science in Mathematics
Pennsylvania State University
University Park, Pennsylvania
Bachelor of Science in Physics
Pennsylvania State University
University Park, Pennsylvania
Iroquois Junior/Senior High School
Erie, Pennsylvania
The Curch of the Latter-Day Dude
Ordained Dudeist Priest, since
Just Take It Easy, Mankind!
American Association of Physics Teachers
Member, – 2019
North Carolina Section (NCS-AAPT)
Member, 2015 – 2021
Two-Year College Representative (Elected), May 2016 – Apr 2019
National Council of Teachers of Mathematics
Member, 2009 – 2019
National Science Teachers Association
Member, 2013 – 2019
Graduate Assembly
University of California, Berkeley
Physics Department Delegate, August 1998 – May 2004
Funding Committee Chair (Elected), June 2001 – May 2003
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
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
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
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
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…
Berkeley Science Review,
Spring 2002, Vol. 2, No. 1
(Check out the back page.)
Antarctica Service Medal of the United
States of America
United States Antarctic Program
National Science Foundation
Courage • Sacrifice • Devotion
Student Service Award
Department of Physics
University of California, Berkeley
English – Native speaker
Spanish – Duolingo Score 115
Microsoft
Educator Academy
Microsoft
Educator Trainer Academy
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.