Galen approaches history the way his philosophy degree trained him to approach any argument: by examining the evidence, questioning the source, and asking who benefits from a particular version of events. Rather than marching through dates and names, he digs into primary documents and competing interpretations, teaching students to construct the kind of evidence-based claims that earn top marks on DBQs and research papers.

A history degree shaped how Michelle reads sources, constructs arguments, and connects events across eras — and that's exactly what she brings to her history sessions. Whether the topic is the French Revolution or the Cold War, she teaches students to analyze cause and effect, evaluate competing interpretations, and write clearly about complex events. Her 5.0 rating speaks to how well that approach lands.

I am here because I thoroughly enjoy working with students and watching them succeed in their academic studies. As a Mathematics major at the University of Arizona (currently a junior), I have extensive experience teaching and tutoring: I have been a teacher's assistant for a Calculus II section at my university and have spent a great deal of time assisting students with non-math related subjects as well such as English and essay-writing, time management and study skills techniques, and standardized test prep (SAT).

Reading and writing across biology, ecology, and standardized test prep at Stanford taught Rebia how to absorb dense material and distill it into a clear argument — the exact skill history courses test on essays and document-based questions. She brings a scientist's habit of asking "what's the evidence for that claim?" to historical analysis, pushing students to ground their arguments in specific sources rather than vague generalizations. Rated 5.0 by students.

Between literature, essay editing, and college essays, Kristi has spent years teaching students how to read critically and write persuasively — exactly the skills that history courses grade on. She tackles historical writing by showing students how to pull a thesis out of messy evidence and structure it into a clear, supported argument. Rated 5.0 by students.

Civil engineering is fundamentally about understanding how structures respond to forces over time — and Alina brings that same cause-and-effect thinking to history, teaching students to trace how political pressures, economic shifts, and social tensions built up before major events. Her University of Arizona engineering training emphasized technical writing and evidence-based argumentation, skills she applies directly to helping students craft thesis-driven essays and tackle document-based questions. Rated 5.0 by students.

I went to Stellenbosch University (SA) and University of Southern California (USA) for a BA in International Studies (Political Science, History, & French) and an MA in Specialized Journalism (Arts & Culture). I've loved writing since I learned how to write full sentences, and it's carried me around the world. One series of essays changed my life, and I believe this can be true for anyone who writes.

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 proud to be a part of Varsity Tutors! I am originally from San Antonio, TX; I completed my undergraduate education at Rice University in Houston where I received a bachelor's degree in Biochemistry and Cell Biology. Currently, I am in my second year of medical school at Baylor College of Medicine.