Twenty-five years working as an engineer and team manager across international companies means Tim has lived the kind of cross-cultural, geopolitical dynamics that history courses describe in textbooks — trade relationships, technological change reshaping societies, globalization's ripple effects. His fluency in both English and Mandarin gives him direct access to how different cultures frame the same historical events, which sharpens students' ability to evaluate perspective and bias in primary sources.

Bridget earned her education degree with a social studies emphasis and currently teaches history at the high school level. She treats the subject as an exercise in argument — teaching students to evaluate primary sources, identify cause-and-effect chains, and write document-based responses that go beyond surface-level summary.

I am a graduate student currently working on my Master's Degree in Big Data Systems.

Math education training builds a specific habit that pays off in history: breaking a problem into steps, identifying what information matters, and building toward a conclusion. Chelsea applies that same structured approach to historical essays and document analysis, teaching students to trace cause-and-effect chains rather than listing facts chronologically. Her visual instincts also help — she'll sketch out timelines, flowcharts, and concept maps that make connections between events click.

Learning history well means learning to think like a historian — asking who wrote a source, why, and what they left out. Ben approaches history this way, connecting events across regions and time periods rather than treating each chapter as an isolated unit. As a Dean's List honors student with two research assistant positions, he brings genuine scholarly curiosity into every session.

Audrey approaches history as a discipline built on evidence and interpretation, not a list of dates to memorize. Her justice studies major at Arizona State means she's trained in analyzing primary sources, understanding systemic causes, and constructing arguments about why events unfolded the way they did. That analytical lens translates directly into stronger essays and deeper engagement with historical material.

Dale approaches history the way he approaches engineering problems: by asking what caused what, and what evidence supports that claim. He teaches students to read primary sources critically and construct thesis-driven arguments rather than just recounting events in order.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.

I am a graduate of Washington University in St Louis, where I received my Bachelor of Arts in History with minors in Humanities and Anthropology. Since graduation, I have worked as a tutor, teacher, and director of tutors at a charter public middle school in Boston. During this time I also received my Masters in Mild to Moderate Disabilities from Simmons College. I have worked extensively with students with a range of abilities, including students with specific learning disabilities, emotional impairments, dyslexia, and ADHD. My teaching experience has given me a deep understanding of the knowledge and habits essential to academic success and has given me the opportunity to hone a variety of strategies that ensure students at each level can achieve their academic goals. While I tutor a broad range of subjects, my favorite ones are Reading, Elementary/Middle School Math, History, and Test Prep. In my experience, tutoring is the most rewarding when a student has that "aha!" moment and achieves a new level of understanding and confidence in his/her abilities. I am a firm believer in the transformative power of education, and I see my role to be that of a facilitator and coach who is there to help the student reach his/her goals through individualized support and rigorous practice. In my free time, I enjoy reading, running, practicing my Spanish, and discovering new music. I am also an avid traveler and just got back from a 3 month trip to South America. I look forward to the opportunity to work with you!