Jon Saul, Master Tutor and Mentor
Education
B. A. History, City College of New York, 1971 Minor in Education and Philosophy
M. Phil., CUNY Graduate Center, 1993. Major: History of Ideas.
Ph.D. abd CUNY Graduate Center. Major: Modern European Intellectual history.
Tutoring Experience
1980 - Present: Private tutoring in a variety of subjects, including but not limited to reading, writing, English, Research, Social Studies, History, Ethics, Humanities, Psychology, Sociology, Philosophy, Social Science, Mathematics/Statistics (arithmetic, algebra, geometry, solid geometry, calculus, statistics, charting, graphing, displays of data, data analysis), Computer literacy, MS software (Excel, Word, PowerPoint), MAC OS, Windows, N/T, and SAT Test Preparation.
Teaching Experience
2003- Present: adjunct Professor, DeVry University
Writing 112: This is the first half of a two-sequence Freshman English Composition course. Writing taught as process. Students learn to write comfortably in English: sentence structure, vocabulary, expression, paragraphs, outlines and culminate with essays of 800 words. The exit criterion for students is a writing portfolio and final cover letter by the students discussing their own progress as writers.
Humn 410: This is the introductory American History course for sophomores, covering American society from 1865 to the present. Students explore political, social ad economic perspectives on population, technology, politics, international affairs, energy, power and related topics.
Humn 205: This course explores ethical and social issues associated with current technology and the workplace. Such concerns as workplace safety, whistle-blowing, copyright protection, environmental impacts and professional codes of ethics are evaluated in a cultural, social and historical context. The course culminates in a research report and presentation of issues arising from the development of the implementation of a current technology.
Humn 303: Introduction to Humanities survey course for sophomores, covering art forms, aesthetics, culture and related topics from Renaissance to present. Architecture, Dance, Music, Photography, Painting and Sculpture are among the topics explored.
2002 – present: Adjunct Professor, Bucks County Community College, PA
Reading 090: This is the lowest level remedial reading class. Reading is taught as a critical thinking process. Students learn to read comfortably in English; comprehension is judged through class participation, oral presentations and writing exercises. Students learn to read actively, to access vocabulary research tools, and other reading strategies. The exit criterion is the standard university reading assessment exam.
Reading 110: This is the second level remedial reading class. Reading is again taught as a critical thinking process. Students learn to read comfortably in English; comprehension is judged through class participation, oral presentations and writing exercises. Students learn to read actively, to access vocabulary research tools, and other reading strategies.
Writing 101: This is the lowest level writing class. Writing is taught as a process. Students learn to write comfortably in English: sentence structure, vocabulary, expression and culminate with an essay of 350 words. The exit criterion for students is the standard university writing assessment exam, which students must pass to move on.
Writing 107: Introduction to rhetoric. Writing taught as process. Students learn to write comfortably in English: sentence structure, vocabulary, expression, paragraphs, outlines and culminate with an essay of 500 words. The exit criterion for students is the standard university writing assessment exam.
2003 – present: Adjunct Professor, Montgomery County Community College, PA
English 101: This is the traditional freshman writing course. Students learn to write expository essays of 500 words. Writing is taught as a critical thinking process. Focus on vocabulary, argument and structure. Standard works are used as examples and for brainstorming topics and ideas. The exit criteria for students is an in-class 500 words essay, graded by a department colleague and a passing score on the standard university writing assessment exam, which students allows students to move on.
English 115: This is a Technical Writing course for automotive engineering students. Topics include memoranda, letters, e-mails, reports, charts, graphs, maps, communications issues (re: gender, race, ethnicity and age) and workplace ethics.
English 117: Business Writing for sophomores who have completed Freshman writing courses. Topics include business vocabulary, formats (memo, letter, reports), research, presentations, and related topics.
2003 – 2003: DPT Business School, Philadelphia, PA
Teaching ESL to immigrants: Conversational English, Grammar, Reading, and Writing skills.
1982 - 2001: Adjunct Associate Professor, LaGuardia Community College
Basic Writing 099 (remedial course 8 classroom hours per week 15 weeks)
This is the highest-level remedial writing course offered at the college. Writing is taught as a process. Students learn to write comfortably in English; expository writing with a focus on effective rhetorical skills; four to five 350 word essays. The exit criteria for students are the standard university writing assessment exam, which students must pass to move on to English 101, and a final in class essay of 350 words in two hours, pass/fail graded by a department colleague.
English 101 (3 credits Freshman English 6 classroom hours per week 15 weeks)
This is the traditional freshman writing course. Students learn to write expository essays of 500 words. Writing is taught as a critical thinking process. Focus on vocabulary, argument and structure. Standard works are used as examples and for brainstorming topics and ideas. The exit criteria for students is an in-class 500 words essay, graded by a department colleague and a passing score on the standard university writing assessment exam, which students allows students to move on to English 101.
English 103 The Research Paper
(2 credits Freshman English 4 classroom hours per week 15 weeks)
This is the traditional research paper course, taught as a process. Students write a five to ten page research paper step-by-step, including works cited and annotated bibliography. Papers are presented to the whole class in draft and in final copy form. Students learn to perform research, document their sources and present their findings. Research is taught as a critical thinking process. Focus on argument and structure.
Communication Skills Department:
HUC 101 Remedial reading (3 credits 6 classroom hours per week 15 weeks)
This is a college level reading course. Reading is taught as a critical thinking process. Students learn to read comfortably in English; comprehension is judged through class participation, oral presentations and writing exercises. Students learn to read actively, to access vocabulary research tools, and other reading strategies. The exit criterion for students is the standard university reading assessment exam.
Humanities/Social Science Department:
SSI 101: Introduction to Social Science (3 credits 6 classroom hours per week 15 weeks)
This is the traditional survey course including aspects of the writings of Weber, Durkheim, and Marx. Students write a research paper (5 pages) and sit for a final exam.
PHIL 101: Introduction to Philosophy (3 credits 6 classroom hours per week 15 weeks)
This is the traditional survey course including such philosophers as Socrates, Plato, Aristotle, Saint Augustine, Descartes, J.J. Rousseau, Kant, JS Mill, Descartes, the Utilitarians, the Utopian Socialists, Hegel, Marx, and the existentialists. Students write a research paper (5 pages) and sit for a final exam.
Professional Experience
4/03 - present: President, English 4 All, Inc. (http://www.americanculturalexpress.com/)
12/00 - 1/03: Metis Associates, Inc. – Senior Systems Associate
1/98 - 12/00: New York City Board of Education, Division of Informational Technology
Project Manager: Help Desk/Field Services
1/91 - 1/98: Director of Financial Aid, Bank Street College of Education
9/76 - 12/90: Higher Education Associate, LaGuardia Community College, CUNY
Director of Financial Aid, Assistant Dean of Students, Assistant Dean of Faculty
12/72 - 8/76: Higher Education Administrator, City College of New York, CUNY
9/71 - 12/72: Westchester County Department of Social Services
1/71 - 6/71: Classroom Teacher, Board of Education, City of New York
Funded Grant Proposals & Proposal Reading
1986 – present: Reader, Fund for the Improvement of Post Secondary Education (FIPSE), U.S. Department of Education
1998 – Board of Education, NYC, Diffusion Grant for Technology Infrastructure.1997 – 1999: Bank Street College: Americorps/America Reads Initiative
1996: Town of Lewisboro Land Trust: Land Trust Federation – Hamlet planning
1993: County of Westchester Land Trust: Kaplan Foundation – Hamlet planning
1989 – 1991: U. S. Department. of Education TRIO: Tutor-Counselor Services
1986 – 1989: LaGuardia Community College: FIPSE, Project TEACH
1985 – 1987: LaGuardia Community College: FIPSE, STAR program
1984 – 1987: LaGuardia Community College: NYS Vocational Rehabilitation:
Women in Non-Traditional Careers
1976 – 1978: LaGuardia Community College: US Dept. of Ed: Veterans Affairs
1976 – 1978: City College, NY: US Dept. of Ed: Veterans Affairs; CETA: 100 Jobs for Veterans
Community Service:
1990 - 2000: Associate, Westchester Land Trust
