My professional experience could be divided into three highly interconnected areas: I am a long term math and physics teacher; a content developer; and a consultant in the field of education.

Having received M.S. in physics and a minor in physics education from one of the top15 Russian Universities I have a solid background in physics and mathematics. I graduated from Perm State University, which is one of the best Universities in Russia. The courses I had taken include Calculus, Analytical Geometry and Higher Algebra, Theoretical Mechanics, Methods of Mathematical Physics, Symmetry Theory, Nonlinear Oscillations, Principles of Tensor Analysis, Differential Equations, Solution of Problems Using Computers, Computing Mathematics, General Physics, Thermodynamics and Statistical Physics, Electrodynamics, Magnetism Theory, Quantum Mechanics, Many Particles Theory, etc.

Soon after my graduation I turned to teaching mathematics and physics to University students, as well as middle school and high school students, two year college students, four year college students, and eventually to school teachers.

I have been teaching Mathematics and Physics for about 15 years, and I always look for an opportunity to broaden my teaching experience. I have been proud of my ability to explain material clearly and to dissolve a barrier of anxiety many students have when starting study physics or math. I like teaching, and I always do everything I can to helping students mastering the subject.

For a number of years I used to teach on average 25 lessons a week; my experience includes teaching to almost all categories of students, from fifth graders and to school teachers (that is in addition to an intense tutoring practice and to my full time job at Perm State Technical University and then at Institute for Continuous Education). Teaching and tutoring students of different grades and ages gave me a broad view on internal connections between different skills, knowledge, misconceptions, and a teacher’s impact. Soon I came to a conclusion that  “only chosen ones can learn physics and math” is a myth; learning physics and mathematics is not as hard as many people used to think and almost anyone can do that if the teaching strategy is right. As a teacher I try to keep in mind that different people learn differently, that passive listening to a teacher is the least efficient learning experience for students, and that the most difference in student achievements comes from the difference in their background.

After moving in the USA for a number of years I have been given a gift of teaching BU physics courses PY105/106 (in collaboration with Prof. Tsui, Duffy, and Skocpol), as well as teaching College Mathematics and Physics at ITT Technical Institute (Norwood, MA). In 2010 I rewrote PY105-106 Elementary Physics course making a transition from a lecture based format to an active group learning format (that included editing old and writing new lectures, assignments, laboratory manuals).

I have been combining my extensive teaching practice with a considerable experience in developing learning tools for students of different ages. In Russia I was a member of a team developing an automatic testing system to test physics knowledge of prospective students applying at Perm State Technical University. Over the years of my teaching I have developed dozens of math and physics middle-, and high- school and college curricula, syllabi and lesson plans; problem sets, worksheets and hands-on activities. I have an experience in developing websites and using such ones as webct, webassign, blackboard; creating new demonstrations, filming movies and posting them online, using Java applets and personal responds systems (eInstruction, Turning Technologies); developing other teaching tools useful for onsite and online education.

In 1998 I turned to research in education and got my PhD in 2000.

In addition to my teaching experience I have a valuable administrative experience as a member and co-director of teams of educators developing strategic plans for development of individual teachers and schools, school districts, state educational system. Having an extensive teaching experience and conducting research on teaching techniques and ways to motivate teachers towards continuous professional improvement turned out to be a valuable combination.

In 2002 I moved to the USA and started my career from a scratch.

I always look forward to broaden my teaching and research experience.