Brian approaches physics problems the way he approaches lab research: identify what's actually happening, sketch it out, and then pick the right tool — whether that's Newton's second law, energy conservation, or circuit analysis. He enjoys the subject alongside his biology focus and uses his 34 ACT analytical instincts to teach students a systematic problem-solving method that works across kinematics, electromagnetism, and waves.

Computer science coursework at St. Thomas keeps Abirami immersed in the mathematical modeling and vector logic that underpin introductory physics — from decomposing forces into components to tracking energy through multi-step systems. She leans on that computational mindset to teach students how to translate a messy word problem into a clean set of equations, treating each physics scenario like a program to debug: identify the inputs, find the governing rule, then solve systematically.

Jane's physics degree gives her the kind of fluency with mechanics, electromagnetism, and thermodynamics that comes from working through derivations rather than just applying formulas — and her parallel work in biomedical engineering means she regularly connects those principles to real systems like fluid flow and biomechanical stress. She's especially sharp at teaching students how to move from a free-body diagram to a clean set of equations in multi-force problems. Rated 4.9 by students.

Kinematics equations and free-body diagrams look straightforward on paper, but Physics gets hard when students have to decide which principles apply to a new problem they've never seen before. Broden teaches a systematic approach: identify the forces, choose the right framework (Newton's laws, energy conservation, momentum), then translate the physics into math. His CS and math background keeps the quantitative side sharp.

Audrey's Classical and Ancient Mediterranean studies might seem far from physics, but her 35 ACT and deep comfort with calculus and astronomy reveal someone who genuinely thinks across disciplines — she understands the math that underpins wave behavior and orbital mechanics because she's fascinated by the physical universe, not just required to study it. That cross-disciplinary instinct means she's especially good at connecting the conceptual story of a physics problem to the mathematical steps, so students see *why* an equation applies rather than guessing from a formula sheet.

Studying aerospace engineering means Nicholas doesn't just know physics formulas — he applies Newtonian mechanics, energy conservation, and wave behavior to design problems every semester. He breaks down intimidating multi-step problems by teaching students to diagram forces and identify which principles actually apply before touching a calculator. That engineering instinct for structured problem-solving translates directly into clearer physics thinking.

I'm experienced in and passionate about (especially computer skills, Python, and math) with others. I try to convey the principles and thought process that are the basis of my own understanding of the subject, not just rules to follow or things to memorize. Being able to explain your answer is even more important than simply getting it right! My tutoring style is personalized, with plenty of examples and frequent knowledge checks to ensure I and my student(s) are in sync. In my spare time I enjoy cycling, skiing, woodworking, reading, and vacationing to Lake Superior.

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.

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 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!