Studying history well means learning to read like a skeptic — asking who wrote a source, what they wanted, and what they left out. Kate's engineering research background sharpened exactly that kind of evidence-evaluation skill, and she applies it to everything from DBQ essays to unit exams on the In...

While history isn't Jai's core academic background, his consulting career trained him to build evidence-based arguments quickly — a skill that translates directly to writing strong DBQs and analytical essays. He teaches students to treat historical sources like data: identify what they prove, what t...

Too many students think history is memorization — and then struggle the moment a question asks them to explain *why* something happened. Jessica, who holds a history degree from the University of Pennsylvania, teaches students to read sources critically and build evidence-based arguments, skills tha...

As a pre-med biology major at the University of Chicago, Rhea is steeped in a curriculum that demands rigorous reading, argumentation, and evidence evaluation across disciplines — skills that translate directly to historical writing and analysis. She's particularly effective at teaching students how...

Engineering training builds a specific habit of mind — tracing how one decision or condition leads to a cascade of consequences — that turns out to be exactly what history courses demand. Jeffrey applies that systems-level thinking to topics like the causes of world wars or the economic forces behin...

Too many students treat history like a list of names and dates to memorize, then struggle when asked to analyze or argue. Erika flips that approach — she teaches students to read primary sources critically, identify bias, and build evidence-based claims about why events unfolded the way they did. He...

Engineering coursework at Yale means Charles spends most of his time solving real-world application problems — figuring out why systems behave the way they do under specific conditions. That same cause-and-effect reasoning carries into history, where he teaches students to treat events like engineer...

Matthew approaches history the way he approaches science: by asking what evidence supports a claim and what narrative it's embedded in. That interdisciplinary instinct, sharpened at Stanford, makes him especially effective at teaching students to analyze primary sources and construct document-based ...

Earnest treats history as an exercise in cause-and-effect reasoning, teaching students to trace how economic pressures, technological shifts, and political decisions connect across eras. His engineering mindset lends itself well to helping students construct evidence-based arguments for document-bas...

Strong historical thinking starts with asking better questions about a source: who wrote it, why, and what they left out. MaryAnn's training in both English and psychology sharpens that skill, since she teaches students to read documents for rhetorical strategy and human motivation. Whether the assi...