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Award-Winning Engineering Economics Tutors

Mark

Master of Science, Mechanical Engineering
7+ years of tutoring

Education & Certificates

Syracuse University

Master of Science, Mechanical Engineering

Rensselaer Polytechnic Institute

Bachelor of Science, Mechanical Engineering

Anudeep

Bachelor's
2+ years of tutoring

I'm a freshman at Rutgers University studying Aerospace Engineering with a minor in Computer Science. I've always been curious about how the world works, which led me to explore everything from physic...

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University

Bachelor's

Grace

Master's/Graduate
2+ years of tutoring

I hold a Masters of Arts in Economics from Syracuse University and both a Bachelors of Science in Economics and a Minor in Mathematics from Penn State University. While I tutor a broad range of subjec...

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Syracuse University

Master's/Graduate

Derek

Doctorate (PhD)
2+ years of tutoring

Hi there! I'm Derek and I'm passionate about helping students like you achieve their goals through engaging, customized learning experiences. Whether you're looking to deepen your understanding of a s...

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Walden University

Doctorate (PhD)

Walden University

Master's/Graduate

Kate

Masters, Environmental Engineering
1+ years of tutoring

I'm available to tutor biology, chemistry, physics, math from Algebra up through AP Calculus, SAT test prep, and French. I've been tutoring students in science and math for 7 years. I also spent 8 mon...

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Massachusetts Institute of Technology

Masters, Environmental Engineering

Massachusetts Institute of Technology

Bachelors

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Jai

Bachelors in Electrical Engineering and Computer Science
9+ years of tutoring

I'm a recent Stanford graduate (Electrical Engineering and Computer Science), and have been working at a major Management Consulting firm for a few years now. I personally scored a 2360 (out of 2400) ...

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Stanford University

Bachelors in Electrical Engineering and Computer Science

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Jessica

PHD, Medicine
1+ years of tutoring

I am a licensed physician from Florida who is currently changing careers. I graduated from the University of Pennsylvania in 2009 and have extensive tutoring and editing experience. While a student, I...

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Nova Southeastern University

PHD, Medicine

University of Pennsylvania

Bachelors, History

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Rhea

Bachelor of Science, Biology, General
6+ years of tutoring

I am a current student at the University of Chicago. I am working towards a Bachelor of Science in Biological Sciences, and I am on the pre-medical track. I am extremely passionate about tutoring, and...

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University of Chicago

Bachelor of Science, Biology, General

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Jeffrey

Doctor of Philosophy, Mechanical Engineering
6+ years of tutoring

I am enrolled in the Mechanical Engineering PhD program at Rice University which will begin Fall 2020, and I am hoping to return to academia as a professor after earning my PhD. In the meantime, I am ...

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University of Notre Dame

Bachelor of Science

Rice University

Doctor of Philosophy, Mechanical Engineering

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Erika

Master of Public Policy, Public Policy
1+ years of tutoring

I am available to tutor middle and high school math, history and test prep. I have tutored math and history in the past and I previously taught a test prep course at a school in Hanoi, Vietnam. I have...

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Harvard University

Master of Public Policy, Public Policy

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Samuel

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I am a freshman at Caltech majoring in Applied and Computational Mathematics. My favorite subject to tutor is math because I find it very rewarding to simplify complex topics to aid in understanding. I have lots of tutoring experience. In high school, I ran and taught an SAT prep class and was vice president of my school's NHS chapter where I ran our tutoring program, and I, myself, tutored. I also was a teaching assistant in the summer of 2020 for a class in discrete mathematics through a program called PACT (Program in Algorithmic and Combinatorial Thinking). I love learning and hope to make the process enjoyable for you!

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I am a recent graduate of Yale University and incoming first year medical student at Columbia University. Originally from the DC area, I have always had a passion for science and medicine and pursued a degree in Biology while at Yale. During the 2008-2009 academic year, I tutored science, math, English, history, and Mandarin Chinese part-time with a DC-based tutoring company. At Yale, I worked as a freshman counselor to provide academic and career advice to incoming freshmen. I have taken both SAT and MCAT test prep classes and am familiar with both tests as well as the preparation necessary to score well. My personal career goals include attending medical school to pursue either immunology/infectious diseases or psych/neurology, teaching biology at the university level, and working in public/global health with either the CDC or the WHO.

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I am a graduate of the University of Chicago, and I will be starting a graduate program at Columbia in August. I am about to complete a year of service with City Year, an education non-profit that places young adults into under-served schools. As a City Year member, I worked full-time in the classroom with middle-school students who were in approximately the 10th percentile for math (meaning they score lower than 90% of students). One-fourth of those students were able to grow around 15 percentile points by the end of the year! Hobbies: reading, cooking, gardening, music, art, nature, books, writing

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I am a junior Mechanical Engineering major at Yale, and I hope to become a Naval Aviator after college. I am also a varsity sailor, and enjoy playing music with friends when I can get some free time. I have been tutoring my fellow students throughout my entire academic career, and I would best describe my tutoring style as one that adapts to each students' needs. For example, I have always tried to frame questions in a different way so that the student can better understand the question. Some students need visual representations of numbers and systems to understand them, and others benefit more by understanding the concepts behind each formula. I prefer to tutor in math and physics, and especially with real world application problems. I hope to help students improve their standardized test scores and their understanding of the math and sciences so that they can achieve their academic goals! Hobbies: art, books, running, reading, music, writing

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Calculus Tutor • +21 Subjects

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Pre-Algebra Tutor • +38 Subjects

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Frequently Asked Questions

Students often find the time value of money (TVM) calculations challenging—especially when juggling present value, future value, and internal rate of return (IRR) across complex cash flow scenarios. Another major pain point is connecting economic theory to engineering decision-making: understanding how to apply concepts like opportunity cost, break-even analysis, and cost-benefit analysis to real infrastructure or manufacturing projects. Many students also struggle with depreciation methods (straight-line, declining balance, MACRS) and how they impact project profitability, as well as mastering sensitivity analysis to evaluate how changes in key variables affect project outcomes.

The key is connecting every formula to the real-world decision it solves. For example, the NPV formula isn't just math—it answers "Is this project worth doing?" by comparing all future cash flows to today's dollars. A strong approach is working through case studies where you calculate metrics like payback period, IRR, and profitability index for the same project, then compare the insights each one provides. Tutors can help you build intuition by asking "Why would an engineer choose this depreciation method?" or "What does a negative NPV actually mean for a capital investment?" rather than just drilling calculations.

Cash flow is the foundation of every project evaluation—it's what you actually plug into your NPV, IRR, and payback period calculations. Engineering Economics requires you to identify all relevant cash flows (initial investment, operating costs, salvage value, tax impacts, working capital changes) and organize them by time period, which is where many students make errors. Mastery comes from practice with varied scenarios: comparing equipment replacement decisions, evaluating lease vs. buy options, or analyzing capacity expansion projects. A tutor can help you develop a systematic checklist for identifying cash flows so you don't miss tax effects or residual values that dramatically change project viability.

Taxes and depreciation are often overlooked but can swing a project from profitable to unprofitable. Depreciation reduces taxable income, which lowers your tax bill—making it a real cash benefit. Different depreciation methods (MACRS for tax purposes, straight-line for accounting) create different timing of tax shields, affecting your project's NPV. After-tax analysis requires you to calculate the tax impact of operating cash flows, gains/losses on asset disposal, and investment tax credits, then discount everything back to present value. Understanding how to build an after-tax cash flow statement—including the tax effect of salvage value—is essential for realistic project evaluation and often determines whether an investment makes financial sense.

Engineering Economics gives you multiple tools—NPV, IRR, profitability index, and payback period—but each answers a slightly different question and can rank projects differently. NPV is generally preferred because it directly measures value added in today's dollars, but you need to understand when IRR can mislead (especially with unconventional cash flows or different project scales). When comparing mutually exclusive projects with different lifespans, you must use consistent analysis methods like the equivalent uniform annual cost (EUAC) or repeat the shorter project's cycle. A tutor can help you recognize which metric fits the decision at hand: Is management focused on return rate (IRR), absolute value creation (NPV), or capital efficiency (profitability index)?

Sensitivity analysis tests how robust your project decision is by showing which variables matter most—if a 10% change in equipment cost flips your NPV from positive to negative, that's a risk you need to manage. Break-even analysis identifies the critical threshold: "At what production volume does this manufacturing process become profitable?" or "How much can material costs rise before this investment fails?" These tools move you beyond a single "go/no-go" decision to understanding project risk and identifying which assumptions you should monitor closely. Engineers use these analyses to decide whether to pursue a project, negotiate better supplier contracts, or invest in risk mitigation—making them invaluable for real-world capital decisions.

The discount rate (often your company's cost of capital or required rate of return) reflects the time value of money and risk—choosing the wrong rate can completely change your project ranking. You must decide whether to use nominal cash flows with a nominal discount rate or real cash flows with a real discount rate, and these must be consistent. Inflation affects both sides of the equation: if your cash flows are in future dollars, your discount rate must be nominal; if you've removed inflation from cash flows, use a real rate. Many students struggle with this distinction, but tutors can clarify the relationship using concrete examples: a 5% real rate becomes roughly 7% nominal if inflation is 2%, and using mismatched rates will give you wrong answers on project viability.

Master the core calculations first—TVM, NPV, IRR, payback period, and EUAC—and practice problems that require you to build cash flow statements from scenario descriptions. Then focus on application: Can you identify which analysis method fits a given decision? Can you spot when depreciation or taxes matter? On standardized exams like the FE (Fundamentals of Engineering), expect problems on project comparison, equipment replacement, and break-even analysis that test both calculation accuracy and conceptual understanding. Work through problems where you calculate multiple metrics for the same project, then explain why they might rank projects differently—this prepares you for questions that ask you to justify a recommendation, not just compute a number.

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