A Harvard graduate with high honors in the History of Science, Erica understands physics not just as equations but as ideas that evolved over centuries — from Newtonian mechanics to electromagnetism. She teaches students to set up free-body diagrams and energy conservation problems by first clarifying what physical situation the math is actually describing. That conceptual-first approach, rated 4.9 by students, makes problem-solving far less mechanical.

Substitute teaching STEM to college-prep high schoolers gave Noel a clear picture of where physics concepts like Newton's laws and energy conservation tend to fall apart for students — usually at the transition from reading about a concept to actually setting up the problem. His public policy background at UChicago might seem unrelated, but it trained him to break complex systems into cause-and-effect chains, which is exactly the reasoning that kinematics and force problems demand. Rated 4.9 by students.

A biology major who went deep into biotechnology might seem like an unusual pick for physics — but Theodora's coursework required serious fluency in thermodynamics, fluid dynamics, and electromagnetism. She unpacks force diagrams, energy conservation, and wave behavior by tying each concept to a physical scenario students can picture. That cross-disciplinary lens makes abstract physics principles far more intuitive.

I am also a first year medical student at the Tufts University School of Medicine in Boston. I have extensive experience with premedical classes and have taken and tutored the MCAT exam. I placed in the 97th percentile of the MCAT exam and I understand what the test takers want students to know and how to bridge the gap between knowing the material and doing well on the test. I am always excited when a student finally has that "ah-ha" moment and declares that they now can see how all of these seemingly separate scientific topics are actually all related. The MCAT no longer seems scary, but turns into a means of truly learning this material and providing a strong foundation for the future.

Eunice's combined Biology and Computer Science degree at Northeastern means she's constantly translating between mathematical models and real-world systems — the same skill that makes physics problems tractable when students need to connect a force diagram or energy equation to what's physically happening. She's especially sharp at breaking down the calculus-heavy portions of mechanics and helping students build the problem up piece by piece rather than hunting for a formula to match. Rated 5.0 by students.

Kinematics problems look straightforward until you're juggling vectors, free-body diagrams, and conservation laws all at once. Jennifer studied physics extensively through both her biomedical and mechanical engineering degrees, where she applied Newtonian mechanics, rotational dynamics, and energy principles to actual design challenges. She teaches students to set up problems systematically — identifying knowns, choosing equations, and checking units — so they can tackle multi-step questions independently.

Engineering honor societies at BU had Anthony leading physics sessions on mechanics, kinematics, and energy conservation long before he finished his master's at Tufts. He approaches problem-solving by teaching students to sketch free-body diagrams and identify which principles apply before touching a single equation. Rated 4.9 by students.

As an industrial engineering student at Northeastern, Diego applies Newtonian mechanics, energy conservation, and kinematics equations to real design problems every semester. He teaches physics by anchoring each formula to the physical situation it describes — what the variables actually mean — so students can set up problems from scratch instead of hunting for the right equation to memorize.

Lab work in a graduate-level biochemistry research setting taught John how to move fluidly between theory and experiment — exactly the skill physics demands. He unpacks mechanics, electromagnetism, and thermodynamics by anchoring each concept in the math that describes it, so students learn to set up free-body diagrams and energy equations from understanding rather than pattern-matching.

Kinematics equations and free-body diagrams are only useful if a student understands what they represent physically — not just how to plug in numbers. Katharine teaches physics by connecting each problem back to the underlying principle, whether that's Newton's third law in a collision scenario or conservation of energy on a roller coaster. Her science-heavy background means she can bridge physics concepts to chemistry and biology when it clarifies the picture.

Kinematics and Newton's laws look straightforward until a problem adds an inclined plane, friction, or two objects connected by a pulley. Desiree teaches students to draw clean free-body diagrams and translate physical setups into equations systematically — an approach she refined through her own engineering coursework and professional practice.

A math-heavy background makes all the difference in physics, where the real challenge is usually translating a word problem into the right equation. Kathrine teaches students to map physical situations onto mathematical models — whether that's setting up free-body diagrams for Newton's laws or applying conservation of energy to multi-step problems. Her comfort with trigonometry and calculus means she can clarify the math without losing sight of the physics.