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Getting More Out of Statistics than a Headache

tutoring & advice

 with Quentin Newhouse

short description:
Finding workable and practical applications for statistics issue
long description:
Making statistics understandable for all students. Non-math students should understand the ease of learning numbers and statistics. All statistical concepts are related and differ in power and precision. Once one understands that numbers are all around us, such as the day one was born, the moment of the day, the time in one\\\'s life, it becomes easier. The course is designed to take the mystery out of learning statistics.
level of difficulty:
minimum class size:
I work from home and can schedule classes as needed according to the student's schedule.
fee comments:
I believe in making learning accessible to all who are interested in improving their learning styles.
 session structure





Getting More Out of Statistics than a Headache

live session

Finding workable and practical applications for statistics issue

1h 0m

languages: English
fee: 10US$  (100lp)
payment: at booking
delivery method: live online and self-paced

Quick Help


Quentin Newhouse

description of :
I have more than 25 years of undergraduate and graduate teaching experience. I served as a Statistician for the US Census Bureau and once taught statistics to a blind student (he earned a B).
Teacher's qualifications:

H: 438-333-1590
Background Summary Highly educated, completing graduate work in business and doctorate in psychology. Thirty-five years of undergraduate/graduate university and college teaching experience in psychology, sociology, and business. Five years of college administrative experience. Grant writer and Principal Investigator for $1 million college substance abuse prevention project. Extensive statistical, research and report writing skills and experience. Ten years of US Government service, including work as Social Science Statistician and Computer Specialist for Census Bureau. Private industry experience as Direct Marketing Analyst and business owner. Published author of two poem books.
President PDST, Inc., Montreal, QC Aug ‘10-Present
Develop online curricula and coaching formats for individuals and organizations.
Full-time Assistant Professor (Online) Austin Peay State University Clarksville, TN Aug \'08 – Aug ‘10
Taught 5 undergraduate psychology online classes per semester. Developed and taught undergraduate Personality class.
Full-time Professor, Business Strayer University Morrisville, NC Jun \'07 - Aug \'08
Taught 4 campus and online undergraduate and graduate classes in Business, Psychology and Sociology. Worked on academic committees for university.

Dr. Quentin Newhouse, Jr. Resume (Page 2)
Experience (Continued)
Campus Dean Strayer University Nashville, TN Feb \'05 - Jun \'07
Managed 2 full-time and 30 part-time faculty and staff. Responsible for curriculum
development for 400 undergraduate and graduate students in Business Administration,
Accounting, and Information Systems programs. Hired faculty for quarter
system classes. Hired as Adjunct Professor (03/03) to teach psychology classes.
Promoted to Academic Advisor (01/04). Promoted and trained as Retention Manager
(02/05). Promoted to Acting Campus Dean (02/05). As Campus Dean,
responsible for winning one of the \"Overall Academic Excellence Awards\" for the entire
45 campus university system in 2006. The campus also won 4 consecutive quarterly
regional awards for Highest Percentage of Graduates and Highest GPA. Personally selected
to present Annual Faculty Workshops at 4 settings to more than 160 faculty representing 48
campuses and 38,000 students.
Academic Advisor/Adjunct Professor Strayer University Nashville, TN Jan \'03 - Feb \'05
Taught 1-2 online synchronous and asynchronous classes in psychology and sociology.
Taught similar classes on campus. Responsible for constructing Academic
Advisory Board, consisting of businesspeople from the Nashville community.
Adjunct Instructor Middle Tennessee School of Anesthesia Madison, TX Sep \'01 - Dec \'03
Taught statistics and research classes to graduate nurse anesthetist students.
Adjunct Professor Tennessee State University Nashville, TN Sep \'01 - Dec \'02
Taught Psychology, Research Methods, Statistics and Senior Project to undergraduate and graduate students.
Dr. Quentin Newhouse, Jr. Resume (Page 3)
Experience (Continued)

Director Claypoole Educational Center Washington, DC Oct \'99 - Sep \'01
Planned curricula for 30 K-8 grade children in an aftercare school setting.
Supervised Assistant Director and summer college hires in assisting children with reading,
writing and arithmetic homework.
Direct Marketing Analyst Safeway, Inc Landover, MD Oct \'93 - Apr \'94
Analyzed international database of one million customers using Savings Club Card. Used
SAS to prepare tables about purchase, promotion, basket, and category shipping patterns.
Interim Chair/Faculty, Department of Behavioral Sciences and Human Services
Bowie State University Bowie, MD Aug \'96 - Aug \'98
Full-time Assistant Professor of Psychology. Appointed Interim Chair from
8/96-8/98. Academic advising, counseling and career planning. Managed
25 full-time and 45 part-time faculty in three undergraduate (Psychology,
Sociology, and Social Work) and two graduate programs (Human Resource Development
and Counseling Psychology)include the following: 1) hired/increased faculty size by 50%;2)
planned/selected layout for third floor of new $20 million LRC Building; 3) wrote two funded
proposals; 4) selected as Research Advisor for Ronald McNair Program 5) co-wrote funded
project and served as Principal Investigator/Director (4/98-6/99) of university\'s first
Alcohol, Tobacco and Other Drugs Prevention Center.
Dr. Quentin Newhouse, Jr. Resume (Page 4)
Experience (Continued)

Adjunct Faculty Bowie State University Bowie State University, MD Sep \'79 - Apr \'96
Hired as part-time Adjunct Psychology Faculty (9/79-4/96) to teach psychology classes
from level 100 to Senior Project. Taught Experimental, Social, Industrial/Organizational,
Learning, Developmental, Statistics, Research Methods, and Perception classes.
Social Science Statistician United States Census Bureau Suitland, MD Jul \'91 - Oct \'93
Used SAS to analyze 1990 Census national databases.
Computer Specialist, 21st Century Planning Staff United States Census Bureau
Suitland, MD Jul \'88 - Jul \'91
GM13, assisted in installing software and hardware such as 3COM, Novel 386 systems and
printers. Programmed in SAS and SPSS on micro-, mini- and mainframe
systems. Presented SAS paper at 1988 SUGI in New Orleans, LA utilizing multiple regression
analyses. Served as Co-Chair of CENSUG, Census SAS User\'s Group.
Full-time Professor Antioch University Baltimore, MD Sep \'76 - Aug \'79
Taught Psychology, Sociology and Social Sciences to adult students.

Dr. Quentin Newhouse, Jr. Resume (Page 5)
Master of Business Administration (Management) Strayer University Washington, DC Spring ‘12
Doctor of Philosophy ( Experimental Social Psychology)Howard University Washington, DC May \'80
Master of Science (General Experimental Psychology) Howard University Washington, DC May \'74
Bachelor of Arts (Psychology) Marietta College Marietta, OH Jun \'71
Editorial Boards, Advisory Boards and Committees
Board of Directors, Metropolitan Police Boys and Girls Clubs, Inc., 1994-1999;
Commissioner, PG County Commission for Children,Youth and Families, 1991-1995,
Additional College Level Teaching Experience
Lecturer, Department of Psychology and Counseling, University of the District of Columbia,
1982-2000; Assistant Professor, College of Liberal Arts, Howard University, Washington,
DC, 1982-1988 (full-time, 1996-1988).
Call Me Old Shoes, PublishAmerica ,2009.By the Breath of His Mouth PublishAmerica, 2009.
Awards and Honors:
Who’s Who in America, 2011; Stanford’s Who’s Who.
Canadian Psychological Association American Psychological Association
International Coaching Federation
References Available upon request

's preferred teaching style:
Teaching Philosophy
Quentin Newhouse, Jr., Ph.D.

After thirty-five years of university level teaching, I can truthfully say that my teaching philosophy has not been altered by time .I can summarize my philosophy in four factors:
• Passion, enthusiasm and perserverance for teaching
• Teaching flexibility and experience
• Use of Didactic Approach
• Application of appropriate technologies
Passion, enthusiasm and perseverance for teaching
I entered the teaching field to provide a service to those individuals who needed to learn material I had already been blessed to master. I have always placed service first above advancement, and the penchant to race to the end of the textbook or syllabus by the end of the term .I believe that each of us has a calling on our lives that should compel us to pursue it . It takes all of the passion and preparation necessary to fulfill that calling in the short time we have on Earth. My calling and passion have been teaching.
My enthusiasm and perseverance have been contagious to my students. No matter how many times I teach a subject, I have found something new, exciting and intellectually stimulating to present in the classroom. I learn as much from my students as I teach. I find that all students bring a wealth of life experience that is applicable to the classroom. I see the classroom as a learning laboratory where the blend of theory and practice can be constantly tested in the crucible of critical thinking.

Teaching flexibility and experience
I enjoy teaching the introductory classes as much as the advanced or graduate classes and statistics. I find each subject equally challenging to present to diverse students who are similar, yet markedly different and unique for that particular learning situation. I have had experiences teaching on campus as well as online and have no preference. I have been a student in taking some courses to enhance my appreciation of what adult students face in balancing education, work, and their personal lives. I have taught students of all ages, genders, ethnicities, and those with physical and learning disabilities. I even taught statistics to a blind student who had vision when he was a child.
I have been offered many professional opportunities that are evidence of my willingness and ability to serve in many capacities. I have worked in part-time and full-time capacities in many universities as well as an administrator Chair and Dean.

Teaching Philosophy
Dr. Quentin Newhouse, Jr. (Page 2)
Use of Didactic Approach
The didactic approach to learning has inspired my teaching career. I believe that all students are active learners who are responsible for their investment in their learning experiences. I have found that campus as well as online students learn better when they feel they can learn at their own pace and with some measurable and attainable standard. I embrace the concept of diversity in students, learning approaches and in the classroom. I have maintained contact with many of my former students, some of whom have become college professors. Active learning in students is best facilitated by active listening from their instructors. There are various learning curves in any learning situation that may or may not manifest themselves in high grades by the end of the term. I use each student`s baseline as a measure of achievement and strive to reward progress in whatever measure it occurs in the classroom. I use humor where appropriate to foster the learning experience.
I also attempt to foster a motivation to learn which is always not present in the beginning of the learning situation. Learning does not have to be painful, if the material is “pre-digested`” for content, presentation, and relevance. I have had consistently outstanding student ratings because I care and try to reflect that understanding and sympathy in my teaching and grading style.
I have found that experience is the best teacher. I find highly relevant and cogent material from my personal life as well as in contemporary media that supplement the theoretical material presented in the text.

Application of Appropriate Technologies
I embrace the latest technologies in my classroom. I use PowerPoint, Word, and Excel in teaching psychology, sociology, social studies, history, and business courses. I migrate to blend the latest multi-media approaches that work best in the appropriate learning environments.
In conclusion, the consistency in my teaching philosophy over thirty-five years has clustered around the four factors of1) passion, enthusiasm and perserverance for teaching, 2)teaching flexibility and experience, 3) Use of Didactic Approach and 4)Application of appropriate technologies. As I have more teaching opportunities that augment my teaching philosophy, I hope that my goal of successful classroom experiences will continue and thrive.


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