“Prof. Voroshilov, I’m at a loss for words to express
my gratitude. In all of my years of school, from elementary, into high school,
and through college, I have been blessed with top-notch teachers. But I’m pretty
sure you take the cake. I was originally debating between taking physics at
Harvard or BU, and all the signs pointed to BU. Honestly, I kind of think it
was fate. I am not sure if it was just a good student – teacher match, but I
thoroughly enjoined your lectures. You have an uncanny ability to present
material, and it’s pretty clear (to me, at least) how much effort you put into
your work as a teacher.”
Click here skip other feedback
Click here skip other feedback
“Thank you, thank you, thank you! Mr. V, thank you for
putting up with all of us this summer!! I feel much more prepared for the MCAT.
And I loved the demonstrations! Thanks for putting all the time + effort!”
“Professor V, You designed this class so that those
who put in the effort would succeed, so I gave it my all and sure enough."
“I want to say thank you
for creating such a conducive learning environment for me to succeed. I hadn't
taken a physics class since my freshman year in high school, so I was very
nervous going into your class. I did not expect this course to become my
favorite science course so far at BU. Physics is a hard subject, but you
explained everything well and made sure we, as a class, had the tools necessary
to succeed with enough hard work on our end.”
“Professor Voroshilov is great – he explains concepts
very well, and makes great use of clicker questions, demos, etc. Prof.
Voroshilov also uses powerpoint, transparencies, videos, cameras, tablets, etc.
very creatively and effectively to reinforce material from lecture.”
“I didn’t like physics before taking this class and
now it’s one of my favorite classes.”
"I hated physics
before taking this course, and now after taking both 105 and 106 with Mr. V, I
actually really enjoy it. He is one of the best teachers I've ever had. Thank
you"
“Best physics professor here, only one who cares if
students are learning the material. Proves you don’t need a PhD in physics to
teach this class. PhD in education is much more effective.”
_____
Those were some examples from my past student
evaluations, when I was teaching an on-site elementary physics course.
And now, here are some of recent evaluations
after I taught my first fully remote class (finished it just before the 4th of July).
_____
“I found that
Professor V. was a fantastic professor to have! In particular, I appreciate
that he put time into ensuring the online nature of the course was not a
detriment to our lives, particularly as I work outside school. He hardly ever
stumbled in the use of technology to provide us with the best in-class
experience.”
“Professor V. has
a strong passion and drive for teaching physics.”
“He worked hard to
make sure the technology worked in a timely and organized fashion.”
“Professor V. is
extremely passionate about physics allowing for this course to be more
interesting than normal. His teaching style and presentations are
straightforward, and allow for the material to be mastered as long as you work
hard for it.”
“I loved Professor
V. because he was never trying to trick students, and he truly hopes all
students can be successful in PY105.”
“There are clear
explanations for every single problem we encountered, alongside theoretical
background of all derivations and processes studied. The instructor also
appears enthusiastic, which is very helpful for courses like physics (easily
monotonous with all the math involved)”
“He uses lot's of
models and examples to teach.”
“He is very caring
and thorough, tries to be clear with his expectations. We really appreciate how
much time and effort he puts into his lectures, demonstrations, and the amount
of his own time he puts into answering piazza questions. I have never had a
professor who cares enough to answer piazza questions as often as Mr. V so I
commend how much effort he puts in”
“Professor V is
excellent, I have no complaints. He is enthusiastic and caring, as well as
extremely knowledgeable. He was passionate and available regularly for help.”
“He is really
funny without trying too hard. He's definitely one of my favorite personalities
of the university professors I've had so far. I feel like every ruling he had
regarding our class was fair, sometimes even too nice. I felt this class more
than any other I have taken at this school benefited me. I spent a considerable
amount of time preparing for the exams, and wasn't surprised by a single
question on them. He really, really cared about the students, even if he didn't
express it explicitly. He came off cold at first, especially in the responses
he'd give to students on Piazza who were not doing well in the class. It was in
his actions that I really noticed he cared, like spending days regrading exams
after there were discrepancies, or changing the format of labs due to technical
difficulties on the student's parts. A teacher who didn't care wouldn't have
changed those things.”
“He was
comfortable with the technology which made everything easier on our end as
students. He was able to adapt quickly when things went wrong such as Echo360
shutting down, etc.”
“Dr. V is a very
passionate instructor. His presentations are straightforward and cover a lot of
problems. The questions are engaging and the experiments are interesting. Lots
of great demonstrations”
“Great energy, the
lecture is really easy to understand.”
_____
Many more examples are available on this page.
And here
is the latest informal sound-feedback from a current student, who says that
even though my course is remote, she learned more than from a past on-site
course.
The goal of this presentation of quality is
not to brag, but to state the fact: I am
good at teaching physics, no matter what format I have to use.
When I teach, students always appreciate my style and express their support.
Of
course, not everyone is happy with the way I teach.
No one
can satisfy all the people all the time.
But
obviously, when I teach I do something right.
When I
teach - I know what I do, and know why do it, and why I do it in the way I do
it.
It is
absolutely obvious that online/distant/remote is here for a long time ahead,
and is not going to go anywhere.
On the
contrary, the institutions that can offer a high-quality online/distant/remote
courses will have a significant advantage on the market.
People
like I, who can design and deliver an effective remote course are becoming a
valuable asset for institutions and companies in the field of education.
Based
on my proved experience, I would like to develop the “perfect” elementary
physics course for students who have never been taken physics before.
Ideally,
I would like to gather a team of educators who could together create a collection
of highly effective distant courses - not just for students, but for teachers (and more)!
Such a
team would give a significant advantage to any institution or company that wants
to dominate the market for online remote/distant/education (on the difference
between “online” and “remote” read this piece).
Interested?
Call
me!
Appendix
Recently I read in the news that Harvard University will not be able to accept new foreign students due to visa restrictions placed on fully online learners.
I think I can give advice to Harvard lawyers how to fight that.
There are two opposite or “extreme” forms of distant education - one is called online and another one is remote.
They both do not require a physical presence.
But – and that is hugely important - remote education requires remote presence at the time of a class.
In the remote format students have to participate live!
That means even students are not physically present in the classrooms, they still have to be physically present in the region with the same time zone!
That means even if there are no on-site classes, with the remote classes students still have to be able to enter the United States in order to participate in those classes.
This link describes difference between remote and online in a greater detail:
https://www.cognisity.how/2020/04/onlinevremote.html
I wonder why Harvard lawyers could not figure this out.
P.S.
Recently I read in the news that Harvard University will not be able to accept new foreign students due to visa restrictions placed on fully online learners.
I think I can give advice to Harvard lawyers how to fight that.
There are two opposite or “extreme” forms of distant education - one is called online and another one is remote.
They both do not require a physical presence.
But – and that is hugely important - remote education requires remote presence at the time of a class.
In the remote format students have to participate live!
That means even students are not physically present in the classrooms, they still have to be physically present in the region with the same time zone!
That means even if there are no on-site classes, with the remote classes students still have to be able to enter the United States in order to participate in those classes.
This link describes difference between remote and online in a greater detail:
https://www.cognisity.how/2020/04/onlinevremote.html
I wonder why Harvard lawyers could not figure this out.
P.S.
This
page represents the full list of my publications on various matters of
education.
Here
are some of the titles.
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