A physics degree means Vaughn didn't just take college physics — he kept going, tackling upper-division mechanics, electromagnetism, and mathematical methods that put introductory concepts in sharper context. He breaks down problems by starting with the physical picture first, sketching force diagrams or field lines before translating anything into equations. Rated 4.7 by students.

Chemical engineering coursework at Pitt meant Olivia spent years applying physics to real systems — fluid dynamics, thermodynamics, heat transfer, and mechanics problems that demanded more than formula memorization. She breaks down force diagrams, energy conservation, and wave behavior by connecting each concept to tangible engineering scenarios. Rated 4.9 by students.

Studying mathematics and physics at Harvard means Matthew tackles college physics problems with the formal rigor that most introductory courses demand but rarely teach well — setting up integrals for continuous mass distributions, applying vector calculus to electric fields, or deriving equations of motion from first principles rather than pattern-matching to a formula sheet. His computer science background adds a systematic, algorithmic approach to multi-step problems that keeps the physics from turning into guesswork. Rated 4.9 by students.

Every week in his mechanical engineering program, Matt solves the exact problems that show up on college physics exams — free-body diagrams, energy methods, rotational kinematics, stress analysis — so the material stays fresh and practical rather than theoretical. He breaks down force and motion problems by starting with a clear physical picture before touching any equations, a habit drilled into him by engineering coursework that penalizes formula-hunting. His 35 ACT reflects the quantitative instincts he brings to calculus-based problem solving.

Biomedical engineering at Georgia Tech means Golda solves physics problems daily that most students only see in textbooks — modeling forces on prosthetic joints, analyzing fluid flow through artificial vessels, calculating electrical signals in biosensors. That constant application of mechanics and electromagnetism gives her a practical fluency with the concepts that makes her especially good at teaching students how to set up problems from scratch rather than reverse-engineering from an answer key. Rated 5.0 by students.

College physics ramps up fast once you hit rotational dynamics, electromagnetic fields, and multi-step energy problems. Matt's Industrial Engineering training required him to master these topics at a rigorous level, and he approaches each one by building the physical intuition first, then layering on the calculus. His 5.0 rating speaks to how well that method clicks with students.

Neuroscience at Pitt means Pooja regularly encounters physics in disguise — action potentials modeled as RC circuits, fluid dynamics governing cerebrospinal flow, and pressure-volume relationships in respiratory physiology — so she understands the concepts from the inside out, not just as textbook abstractions. Her chemistry minor adds another layer, particularly when college physics courses hit thermodynamics and wave optics. Rated 4.8 by students.

Studying applied physics at Carnegie Mellon — where the intro sequence is calculus-heavy and unforgiving — means Sarah is working through the same material her students are, just a step or two ahead, which keeps her explanations grounded in what's actually confusing right now. Her aerospace and fluid dynamics interests give her particular depth in mechanics and pressure-related problems, areas where she can connect textbook derivations to physical intuition. Rated 4.5 by students.

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.