Stoichiometry is where most high school chemistry students either build real confidence or start falling behind. Suzie tackles it by connecting mole ratios and limiting reagents back to the atomic-level logic that makes them intuitive. Her chemical engineering training and 5.0 rating speak to how well she translates complex ideas into manageable steps.

Microbiology coursework at Arizona State put Surina through the full general chemistry gauntlet — not just memorizing periodic trends and nomenclature, but actually using concepts like equilibrium and reaction energetics to understand how microorganisms metabolize and interact with their chemical environments. She draws on that background to make topics like the mole concept and chemical equations feel less abstract, tying the math back to tangible processes students can picture. Rated 5.0 by students.

Stoichiometry and gas law problems are really just math problems wearing a lab coat — and Phil, heading to the University of Michigan to major in Mathematics this fall, is unusually good at stripping away the intimidating chemistry vocabulary to reveal the proportional reasoning and unit analysis underneath. He teaches students to set up the quantitative framework first, then layer in the chemistry, which turns multi-step calculations from overwhelming to methodical.

Balancing redox equations, predicting reaction products, working through stoichiometry — high school chemistry is where students either build real chemical thinking or start memorizing without understanding. Uchenna graduated magna cum laude in biochemistry and tackles these topics by walking through the reasoning behind each step rather than handing students a shortcut. His 4.9 rating speaks to how well that approach clicks.

That first high school chemistry class can feel like learning a new language — moles, electron configurations, Lewis structures — all at once. Tyler, who earned his bachelor's in chemistry and is now in a doctoral program at the University of Michigan, walks through each concept with real-world context so the periodic table starts to make intuitive sense instead of feeling like random memorization.

Stoichiometry clicks faster when the tutor genuinely thinks in moles — and Kirby's biochemistry degree from the University of Michigan means she spent years doing exactly that, applying concepts like reaction yields, solution chemistry, and equilibrium well past the introductory level. She zeroes in on the dimensional analysis and unit-tracking skills that trip up most high school students, turning what feels like formula chaos into a repeatable, logical process. Rated 4.9 by students.

Balancing equations, mole conversions, and stoichiometry demand a comfort with math that many chemistry students don't yet have. Nikki's mechanical engineering training at Eastern Michigan gave her a strong handle on the quantitative side of chemistry, so she can unpack both the math and the science behind each reaction simultaneously.

Most high school chemistry struggles come down to a few sticking points: balancing equations, understanding molarity, or visualizing electron configurations. Vikhyathi zeroes in on whichever concept is causing the roadblock and rebuilds clarity from there, drawing on her own experience navigating rigorous science coursework at Michigan.

Balancing redox reactions, predicting products, and navigating stoichiometry are the concepts that tend to trip students up most in high school chemistry. Adam approaches each one methodically — mapping out the logic behind dimensional analysis and reaction types so students can solve problems independently, not just follow memorized steps.

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 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 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.