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Seasoned College Professor With Extraordinary Computer Skills to Help Serious College Level Students in Need of Computer Related Material Help

About the lesson

There is, has been, and will always be a certain group of people whom inspiration visits. It’s made up of all those who’ve consciously chosen their calling and do their job with love and imagination. Their work becomes one continuous adventure if they manage to keep discovering new challenges in it. Teaching and leading have my chosen calling, a calling I strive to undertake with love and imagination, and from my location as a relatively tenured professor, I see no end to improvement, no arrival, no completion: I want to be that teacher who, even after decades in the classroom, still leaves each session asking how the next might be better, how to better engage and inspire this unique set of students. I bring three overarching objectives to the classroom, each of them rooted in my conception of teaching as an invitation to relationship. First, I invite students into relationship with the specific course material. As a teacher of computer science as well as some criminal justice and general education classes, I see my task as creating spaces for students to encounter at both a normative and empirical level fundamental questions of power, justice, identity, equality, and freedom, and to do so in a manner that connects with rather than builds walls between other subfields, disciplines, and modes of inquiry. I design my courses to stretch students in many ways imaginative and theoretical, empirical and normative, comparative and specific and an important measure of a student’s success is his or her capacity, at the semesters end, to critically engage the course topic from a variety of perspectives and traditions.
I am more interested in developing a student’s capacity to argue cogently, persuasively, and synthetically than in the content of his or her conclusions. Inviting my students into relationship with the course material also means encouraging active and participatory learning, and whenever appropriate I bring students into direct engagement with primary sources before turning to the various mediations of other sources from what the course direction is headed.
As I continue to learn and grow as a Professor, I view experiential and service learning as extremely promising areas for further exploration. It is no accident that the word invitation figures prominently in this instruction statement. Ultimately, I believe teaching can be no more or less than an invitation to relationship. If genuinely self-motivated, lifelong learning is to take place, if students are to develop understandings and analyses of power, justice, equality, identity, and freedom that enable them to grow as critically informed and active citizens of their communities and the world, the choice about whether to accept the invitation must always remain theirs. As a Professor, it is my calling, my continuing adventure, to make that invitation to relationship as compelling, engaging, and persuasive as possible. There have been few moments in my professional life capable of approximating the fulfillment of having students respond to that invitation to relationship with a yes. This yes, for me, comes as close to a visit from inspiration as it gets.
My desire to engage, challenge, and inspire growth in my students is not limited to the classroom. Over the time that I was at Capella University I worked with over a dozen undergraduates as a research mentor and closely advised three students on their senior projects. My desire to collaborate with students translates into the research domain; two of my papers that are work in progress are co-authored with undergraduates. It is my goal to share with students the awe and excitement, as well as the dedication and hard work, that comes along with using psychological research tools to ask and answer questions. All three of the undergraduates that I advised went on to graduate school two are currently in education and one is a social psychologist in training I hold myself to the same standards that I hold my students. That is, I strive to become a skilled thinker and learner, and I believe that this process is life.


  • Basic computer
  • Computer programming
  • Microsoft Word
  • +2

    Microsoft Excel

    Microsoft Powerpoint


  • English


  • Adult Education
  • College / University
  • MBA
  • +3




About Heather

I have been a professor within the field of Higher Education for over 8 years....Teaching in the Computer Information Systems and Criminal Justice programs for 5 institutions via traditional face to face and online platforms.......I teach classes as well as tutor students outside the classroom that are unable to pic up the concepts of the course material.....I help them until they understand.......Until they "get it".......
I have taught thousands of students over the years as well as all ages from 9th grade all the way to a Senior in College.
I have had a 95% completion rate with my students across all the institutions I have taught for as well as hundreds of communications after they have completed taking a course with me.....They have gone on to complete their degrees and obtain new jobs.....I have also been told by many students that they kept going with obtaining their degree even when times got rough for them, because they took a course with me.....I too am a full time student.



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  • $25/h

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