Between his physics degree and years of engineering work, Tim tackles science as an interconnected system rather than isolated facts — energy conservation in physics explains heat transfer in chemistry, which explains metabolic processes in biology. That cross-disciplinary thinking is exactly what middle and high school students need when science classes start asking them to apply concepts rather than just recall definitions.

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

Teaching high school math and social studies simultaneously gives Bridget an unusual advantage in science — she's constantly switching between quantitative problem-solving and evidence-based argumentation, which is exactly what science coursework demands. Her math minor means she can walk students through the calculations and graph interpretation that show up in physical science and biology, while her education training keeps her focused on making those concepts land the first time.

Chelsea's math education degree means she's trained to break down quantitative reasoning — the skill that underpins so much of science coursework, from calculating concentrations to interpreting velocity graphs. She draws diagrams and visual models to make abstract scientific relationships concrete, turning formulas into pictures students can actually reason through.

Though Ben's college majors are in the humanities, he tutors foundational science topics like biology, where his research skills translate directly into teaching students how to interpret data, understand experimental design, and connect vocabulary to underlying processes. He's especially effective at showing students how to read scientific texts carefully — a skill his English training makes second nature.

Psychology is technically a science — and Audrey's BS in the field means she knows how to read data tables, evaluate experimental design, and think through the scientific method in a structured way. She applies that training when teaching younger students how to form hypotheses, interpret results, and connect observations to broader concepts. Her approach makes science feel like detective work rather than memorization.

Pursuing a degree in Medical Device Development with a biology minor, Madison sits right at the crossroads of life science, chemistry, and physics. She tackles scientific concepts by grounding them in how things actually work — why a heart valve opens the way it does, or what makes one material biocompatible and another not — which gives students a reason to care about the details.

As a biomedical engineering grad student, Dale lives at the intersection of biology, chemistry, and physics every day. He explains scientific concepts by grounding them in real applications — like how fluid dynamics governs blood flow or how electrical signals travel through neurons — so abstract principles click into place.

Engineering is applied science, and Robert's career gave him deep, hands-on experience with the physics and mathematics that underpin scientific reasoning. He breaks down concepts like energy transfer, circuit behavior, and wave mechanics by tying them to tangible systems students can visualize — turning abstract formulas into something concrete and memorable.

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.