In 2017, I completed by Bachelor's degree in Aerospace Engineering from the University of Michigan.After graduation, I worked as an engineering consultant specializing in mechatronics and aerodynamic testing. In addition to consulting, I was a professional triathlete where I competed at Olympic Trials and earned a silver medal at a World Cup. Last Fall, I started a Master's in Robotics at Northeastern University in Boston, MA. I'm passionate about using technology to improve people's lives, not to simply make their lives "easier". I pride myself as being extremely curious and always excited to dive deep into the weeds. I'm excited to share and foster that same passion in other students.

My name is Adam and I have twenty years of professional experience in Education. I hold a Bachelors Degree in English Literature from the University of Wisconsin Madison and a Masters of Arts in Education from the American Jewish University. I love to help young people find joy in reading and writing and sharpening their skills. In addition, I love to learn about current events and to examine what happen in the past. Reach out to me if you want to experience reading and writing in new, imaginative and creative ways!

I recently graduated from Morehouse College(2010-2014) in Atlanta, Georgia with a Bachelors of Science degree in Chemistry and Biology, minor in Mathematics. During my time at Morehouse College, I worked as a Chemistry, Biology and Math tutor for colleagues that were in need of assistance. Later, in 2012, I joined and later became the organizer for the "Fredrick Douglas Tutorial" program, a Saturday tutoring program for local primary, middle and high school students that needed help with their schoolwork. Other platforms that allowed me to gain experiences working with students were "Atlanta: Brain Awareness Month," "Children's Healthcare of Atlanta: College Volunteer," and "Faculdade Zumbi Dos Palmares English-Portuguese Tutoring (Brazil)," etc.After graduation, I spent the summer as an undergraduate tutor for the "Dreams to Teach" programs for students with the desire to become teachers after obtaining their Bachelors degrees. Since then, I've worked as a Research Laboratory Technician on projects such as nanoparticles and other biomaterials, regulation of brain inflammation, aggression, cilia and disease, & telomeres, stress and aging. These roles have continuously placed me in a position to help educate and tutor young students.From the time I began to consider the future and wonder who and what I would become, I've only ever thought of one thing: Science, specifically S.T.E.M (Science, Technology, Engineering and Mathematics), and when tutoring, I use my passion for it to motive and encourage students to focus and do well. I believe in catering a unique strategy for each student I work with. From past experiences, I've noticed that student requires different approaches for different problems, some may work best with board work, others with sample problems however some may require visual work. We will try each approach until we find the perfect fit. - While with Varsity Tutors, I will be working most with such subjects as Algebras 1 & 2, Geometry, Elementary Math, Arithmetic, Finite Mathematics, Pre-Algebra, Trigonometry, Earth & Life Sciences, Ecology, General Biology, Biochemistry, and Environmental Science.In my spare time, I enjoy swimming, cycling, and reading. I also do a lot of volunteer work at local hospitals, gather material for my personal research and I'm really big on cooking.

I am passionate about helping others meet their learning goals. My motto is no one was born with a profession, we all had to learn!

With a BA from Brown University and an MA from the University of Texas, I am a professional musician and have been teaching and performing for many years. I have also been tutoring math off and on since high school, and have tutored elementary through high school students. Content skill/knowledge, patience, and encouragement are tools I use to help you succeed. I look forward to meeting you and helping you achieve your goals.

I have six years of experience in biology, math, chemistry and several other biological courses. I graduated with my Bachelor of Science in Biological Sciences from Ohio University and obtained my master of science degree in physiology from Case Western Reserve University. I am devoted to continuing to master biology and sharing my knowledge to bridge the gap for others that find it harder to grasp. I am patient and have a unique teaching method. In addition, I am a visual learner and translate this into my teaching pedagogy. I use drawings, diagrams, flashcards, practice exams and quizzes to communicate new knowledge to students. I am a great listener and my sole concern is to understand a student's learning gap and find tangible ways to bridge it. Outside of academia, I am a biochemist for a local pharmaceutical company that synthesize various drugs that are currently in clinical trials. I am very friendly and outgoing. I enjoy indoor rock climbing, eating sushi and shopping.

One of the greatest joys that I find in learning is when I have the opportunity to share knowledge and enrich someone else's life. I have been tutoring for close to 6 years now, and I have been fortunate to have tutored in various age groups from elementary students and fellow colleagues. Although I am the tutor, I have as much to learn from you as you have to from me. So let's do it! Let us learn and grow together!Of note, I graduated from the University of Illinois at Urbana-Champaign with a Bachelor of Science degree in Bachelor of Science in Molecular-Cellular Biology and Chemistry. I am very passionate about science and mathematics. Up to date, I have taken almost every level of mathematics from Pre-Algebra to Differential Equations, and I have a plethora of science courses in Biology, Chemistry, Organic Chemistry, Biochemistry, and Physics.

I'm currently in Investment Banking Analyst at Baird and Founder of Bar Code POS. I have a Bachelors of Science in Engineering in Biomedical Engineering and Finance from Case Westen Reserve University.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I am a licensed Health and Physical Education teacher. I moved to the North Carolina/Virginia area in 2011 for college where I graduated with a bachelor's degree in 2015. I taught Health and Physical Education for 1 year and recently decided to take a new path in my educational career with Varsity Tutors and I am excited to start this journey. I feel the program itself is very well-rounded. In my spare time I am a photographer and crafter and love to hangout and relax. To my parents and students of Varsity Tutors I'm excited to learn and to grow with you and I cannot wait to work with you!

In 2017, I completed by Bachelor's degree in Aerospace Engineering from the University of Michigan.After graduation, I worked as an engineering consultant specializing in mechatronics and aerodynamic testing. In addition to consulting, I was a professional triathlete where I competed at Olympic Trials and earned a silver medal at a World Cup. Last Fall, I started a Master's in Robotics at Northeastern University in Boston, MA. I'm passionate about using technology to improve people's lives, not to simply make their lives "easier". I pride myself as being extremely curious and always excited to dive deep into the weeds. I'm excited to share and foster that same passion in other students.

My name is Adam and I have twenty years of professional experience in Education. I hold a Bachelors Degree in English Literature from the University of Wisconsin Madison and a Masters of Arts in Education from the American Jewish University. I love to help young people find joy in reading and writing and sharpening their skills. In addition, I love to learn about current events and to examine what happen in the past. Reach out to me if you want to experience reading and writing in new, imaginative and creative ways!

I recently graduated from Morehouse College(2010-2014) in Atlanta, Georgia with a Bachelors of Science degree in Chemistry and Biology, minor in Mathematics. During my time at Morehouse College, I worked as a Chemistry, Biology and Math tutor for colleagues that were in need of assistance. Later, in 2012, I joined and later became the organizer for the "Fredrick Douglas Tutorial" program, a Saturday tutoring program for local primary, middle and high school students that needed help with their schoolwork. Other platforms that allowed me to gain experiences working with students were "Atlanta: Brain Awareness Month," "Children's Healthcare of Atlanta: College Volunteer," and "Faculdade Zumbi Dos Palmares English-Portuguese Tutoring (Brazil)," etc.After graduation, I spent the summer as an undergraduate tutor for the "Dreams to Teach" programs for students with the desire to become teachers after obtaining their Bachelors degrees. Since then, I've worked as a Research Laboratory Technician on projects such as nanoparticles and other biomaterials, regulation of brain inflammation, aggression, cilia and disease, & telomeres, stress and aging. These roles have continuously placed me in a position to help educate and tutor young students.From the time I began to consider the future and wonder who and what I would become, I've only ever thought of one thing: Science, specifically S.T.E.M (Science, Technology, Engineering and Mathematics), and when tutoring, I use my passion for it to motive and encourage students to focus and do well. I believe in catering a unique strategy for each student I work with. From past experiences, I've noticed that student requires different approaches for different problems, some may work best with board work, others with sample problems however some may require visual work. We will try each approach until we find the perfect fit. - While with Varsity Tutors, I will be working most with such subjects as Algebras 1 & 2, Geometry, Elementary Math, Arithmetic, Finite Mathematics, Pre-Algebra, Trigonometry, Earth & Life Sciences, Ecology, General Biology, Biochemistry, and Environmental Science.In my spare time, I enjoy swimming, cycling, and reading. I also do a lot of volunteer work at local hospitals, gather material for my personal research and I'm really big on cooking.

I am passionate about helping others meet their learning goals. My motto is no one was born with a profession, we all had to learn!

With a BA from Brown University and an MA from the University of Texas, I am a professional musician and have been teaching and performing for many years. I have also been tutoring math off and on since high school, and have tutored elementary through high school students. Content skill/knowledge, patience, and encouragement are tools I use to help you succeed. I look forward to meeting you and helping you achieve your goals.

I have six years of experience in biology, math, chemistry and several other biological courses. I graduated with my Bachelor of Science in Biological Sciences from Ohio University and obtained my master of science degree in physiology from Case Western Reserve University. I am devoted to continuing to master biology and sharing my knowledge to bridge the gap for others that find it harder to grasp. I am patient and have a unique teaching method. In addition, I am a visual learner and translate this into my teaching pedagogy. I use drawings, diagrams, flashcards, practice exams and quizzes to communicate new knowledge to students. I am a great listener and my sole concern is to understand a student's learning gap and find tangible ways to bridge it. Outside of academia, I am a biochemist for a local pharmaceutical company that synthesize various drugs that are currently in clinical trials. I am very friendly and outgoing. I enjoy indoor rock climbing, eating sushi and shopping.

One of the greatest joys that I find in learning is when I have the opportunity to share knowledge and enrich someone else's life. I have been tutoring for close to 6 years now, and I have been fortunate to have tutored in various age groups from elementary students and fellow colleagues. Although I am the tutor, I have as much to learn from you as you have to from me. So let's do it! Let us learn and grow together!Of note, I graduated from the University of Illinois at Urbana-Champaign with a Bachelor of Science degree in Bachelor of Science in Molecular-Cellular Biology and Chemistry. I am very passionate about science and mathematics. Up to date, I have taken almost every level of mathematics from Pre-Algebra to Differential Equations, and I have a plethora of science courses in Biology, Chemistry, Organic Chemistry, Biochemistry, and Physics.

I'm currently in Investment Banking Analyst at Baird and Founder of Bar Code POS. I have a Bachelors of Science in Engineering in Biomedical Engineering and Finance from Case Westen Reserve University.

History, and our understanding of history should be fluid and open to change. The student of history ought to become part archaeologist and part time traveler engaged in the continual quest for information, data, and analysis. Contrary to the scientific approach, which starts with the formation of hypotheses followed by research, history focuses on the asking of questions, learning the answers to those questions, and using those answers as a foundation for stronger more detailed questions. The student who learns the historian's trade will be empowered to succeed with the most fundamental of skills: to learn how to learn.I use innovative methods based upon my own research in teaching the historian's trade to guide and empower my students. I focus on showing my students by using an example of the task I want them to perform as a regular form of teaching.For example, I may use a multimedia presentation comprised of primary sources to teach an abstract concept, such as a reading of a slave poem complete with images (sketches as well as early photography of slave beatings) with an underscore of mood appropriate period music. The objective is to evoke an emotional response and place slavery in its human context, not just an abstract concept in a textbook. The use of pictures and music allows the student to see and feel a complex issue in its historical context. Issues of the past inform our present, putting present issues in historical context, which brings history to a personal level, allowing students to learn from their own past and realize they have choices about their futures. In this way, the complexities of history unfold into a tangible and relatable form, while simultaneously showing students exactly how they themselves will be expected to share what they've learned by creating their own multimedia presentation, for example. A couple additional teaching strategies include:Oral History: Research and conduct an oral interview of a contemporary who was involved in an historical event. I would teach students about the 1983 invasion of Grenada, a.k.a. Operation Urgent Fury, by sharing my own oral interview and research. This provides the students with an "eyewitness account" of an historical event and provides an opportunity to develop the students' critical thinking skills by showing the potential that what one reads about may not be as accurate as one thinks. For example, history textbooks often paint a picture of Grenadians welcoming the Americans with open arms, but my interviewee told stories of snipers and resistance that lasted longer than the official history indicates. In addition, oral history projects make history anecdotal by placing historical events in a real-life context, relating history to concepts familiar with a student's life. Small, moderator-led discussion groups provide a forum to assess whether students understand the event and can think critically and analytically about its significance and relevance; whereas, having students then perform their own oral interviews requires them to demonstrate that they can use the tools and skills learned to engage in primary research and analysis.Basic Research: Examine primary documents (letters, journals, broadsheets, articles, or editorial cartoons) written in the context of the day and time as events unfold. Documents will be hand-selected by the teacher to build scaffolding for students to frame the targeted lesson and learning objectives. In teaching, the use of a primary textbook, secondary source books, and primary documents is essential. Each week, a portion of class time is comprised of overview lectures that cover the textbook materials, assessed by in-class examinations, with the remaining class time dedicated to small, moderator-led (guided) group discussions and student presentations, centered primarily on the primary source materials. Before beginning the reading of a secondary book, I will incorporate an extra session for an overview lecture and discussion. Knowledge of the secondary source materials will be evaluated based on essays and/or a research paper.I believe that it is important to empower students by making history hands on and interactive. Contrary to traditional approaches to the discipline, I teach to an outline of core competencies, not an amalgam of memorized facts and dates. Although the skills and knowledge gained are tailored to the historian, they are equally essential to the average liberal studies student's success in a constantly changing world. The ultimate outcome is to have the student think critically and in an historical context by effectively communicating themes, ideas, and subject matter in written and oral format. Students will be able apply basic research methods to discover appropriate primary and secondary sources and critically assess those sources in order to demonstrate a general aptitude for knowing which tools and resources to seek and apply in order to answer a given question.In my professional employment as a certified paralegal, I often taught paralegal interns and new attorneys hired by our firm. I created materials on policies/procedures and, in the case of paralegal interns, an overview of the law practiced by our firm. I made the process interactive by using case materials to demonstrate the impact of the law on the client's life, demonstrated how the law might impact their lives, and provided the opportunity for constructive feedback in Q & A sessions. As a non-traditional student who worked full-time while completing his bachelor's and master's degrees, I understand the struggles of time management and deadline scheduling that students face and will be an invaluable advisor, providing practical tips on how to balance school, work and life demands.In sum, all of my pedagogical strategies are dedicated to interweaving my professional and academic experiences with my innate passion for making history come to life while simultaneously empowering students with the tools to succeed in their lives, academically and professionally.

I am a licensed Health and Physical Education teacher. I moved to the North Carolina/Virginia area in 2011 for college where I graduated with a bachelor's degree in 2015. I taught Health and Physical Education for 1 year and recently decided to take a new path in my educational career with Varsity Tutors and I am excited to start this journey. I feel the program itself is very well-rounded. In my spare time I am a photographer and crafter and love to hangout and relax. To my parents and students of Varsity Tutors I'm excited to learn and to grow with you and I cannot wait to work with you!