With a Bachelor of Arts in chemistry from Rice University and a PhD in biophysical chemistry from Stanford University, I have passion for science and mathematics that I love to share as a teacher and tutor. I am firmly of the belief that learning a technical subject like chemistry, physics, or math is much like learning a foreign language: listening and reading is much easier than speaking and writing. It is all too easy to fall into the trap of believing that if you come to class and understand what the instructor is saying, you don't need to practice the material. Accordingly, I emphasize the need to practice "speaking" the language on a regular basis and to receive immediate feedback on one's learning. In my free time I enjoy woodworking and playing with Legos with my small children.

My expertise is in classroom, small group, and one-on-one instruction in physics of the first year. I have, however, taught at all levels from non-science major courses through the graduate physics curriculum. My education includes a bachelor's degree in physics from Amherst College and a doctorate from Stanford University. During my career I spent time at the University of Illinois, Urbana-Champaign, the University of California, San Diego, the Massachusetts Institute of Technology, the California Institute of Technology, and Brandeis University, where I worked for nearly 40 years. I am a firm believer that students learn in STEM fields only by doing, not by merely listening. Thus the core of any tutoring experience with me is working on problems. The most formative experience a student can have is to work through a problem, explaining each step to the tutor as he or she goes through it. Only by explaining the concepts and skills to someone else can one be sure of his or her own understanding. My goal in any tutoring interaction is to assist the student in gaining the necessary skills, knowledge, and confidence to attack any conceivable problem set to him or her by a classroom teacher.

A Symbolic Systems and Theater double-major at Stanford University in Northern California, Milan is very excited to be a part of the Varsity Tutors team. His main academic interests are English, philosophy, math, and computer science, but Milan enjoys many other subjects (psychology, physics, and economics to name a few). He is fluent in Spanish and an active member of the Latino community. In his free time, he enjoys reading, writing, and taking the occasional photograph.

I am a graduate of Dartmouth College, where I received my Bachelor of Arts in English and minored in Education, and Stanford University, where I earned a Master of Arts in Education with a focus on 8-12th grade English Language Arts. Since graduation, I have been working in a private Catholic school in Cambridge, Massachusetts, teaching English primarily to 9th and 10th graders students. I also teach a course on Creative Writing, which is open to all students and examines how to craft a compelling narrative in any medium, including college essays and fiction. As a learner and an educator, I have always been most passionate about reading and writing because I believe each student should have the tools to critically examine and better the world around them. I firmly believe that every person is a lifelong learner with strengths to build upon and areas to improve in, and I have committed myself to supporting scholars in that learning process.

Intensely curious, I am interested in STEM subjects and the liberal arts. I tutor to help you reach your educational goals and because it's immensely gratifying to see my students succeed.

Professor Kristin attended Stanford University and received a B.A. in English Literature with a minor in Biological Sciences. Kristin received her M.F.A. in Fiction and Poetry from Fairfield University where she teaches English Literature.After college, she worked in science publishing at Pearson Education and The New York Times Digital, then became involved in microbiology and neurogenetics research at Yale University. Kristin received her M.F.A. in Fiction and Poetry from Fairfield University. She has experience in freelance journalism, travel writing, and science writing. As well as teaching English Literature at Fairfield University, She conducted college interviews for Stanford University admissions for two years and helped write and publish the New SAT Guide, New SAT Practice Tests 1 and 2, and The New PSAT Guide and Practice Tests for a major test prep publisher. Kristin has 8 plus years of tutoring experience with the SAT and ACT.

Benjamin is different from traditional teachers in that he teaches his students high level principles (NOT rote formula/rule memorization) using fun and often-times silly analogies to keep them engaged and interested. One of the key commonalities among the worlds fastest learners is that they learn how high level principles in one field cross-relate to other seemingly unrelated fields. Benjamin believes that if he can inspire his students to see connections between high level principles in math or science and those of some real-life subjects like dance or football, then he walks away a happy teacher and his students walk away with a very bright future. As a techy nerd, Benjamin learns best by visualizing, but if his students are more kinesthetically/feelings oriented, he has plenty of experience in theatre improvisation to creatively engage them using stories. Benjamin has over 100 hours of official tutoring, including professional math/science tutoring with two top tutoring agencies, and plenty of informal (free) tutoring as the go-to smart guy in most of his math/science classes since junior year in high school. Additionally, he has taught Stanford graduate students in 2 graduate level engineering courses as a teaching assistant during his PhD.Benjamin has five goals with each new student:1. Identify the studnts goal, their strengths, their weaknesses, and map out a timeline of mini-goals to achieve their overall goal.2. Fill in any gaps in high level understanding through student-tailored and fun mini-lectures.3. Introduce a powerful 4 step problem solving strategy that Benjamin uses for everything from math/science all the way to cooking.4. Guide the student from relatively simple exercises through progressively more difficult exercises which will guarantee early wins and build confidence in a healthy way.5. Habituate the student with AT LEAST one powerful yet simple study habit out of the many good study habits that Benjamin has in his arsenal.Benjamin got his B.S. in Chemical Engineering (Summa Cum Laude) and another B.S. in Mechanical Engineering (Summa Cum Laude) from Rutgers University. After a grueling 5 years and one first author academic publication, he moved on to his PhD at Stanford University to try to save the environment by discovering better renewable technology. He finished his PhD and a 2 year post-doctoral fellowship in Sweden. Benjamin says that he was probably on track for a professorship, but between the middle of his PhD studies and the end of his Post-doc, he decided scientific research was not for him anymore. During and after this shift, he has been exploring lots of different learning experiences in hopes of finding his true purpose in life. While living in Sweden, he started a theatre improvisation group and then he spent 9 months in South America exploring and becoming fluent in Spanish. After coming back to the real world, he started tutoring again and realized that teaching and learning go hand in hand. Not only does he take pride in seeing the look in his students faces when they figure out a concept but he has also become a better learner!Please note: Benjamin only works with a limited number of students to ensure top notch tutoring. His space is therefore limited.

I'm currently a sophomore at Stanford University, studying Computer Science. In the past, I've attended The Juilliard School's Pre-College program studying the violin and composition, and even before then, I've played the violin for 13 years. I love helping people learn and understand new things, and I like approaching topics from many different perspectives, so tutoring is right up my alley! I feel that I'm the strongest in helping students with algebra, calculus, physics, chemistry, music theory, and computer science, and I believe that a balanced approach to learning that incorporates both creativity and technology is paramount. I love seeing the moment when a new topic "clicks" in someone's brain, so I hope I can find a way to make things "click" for you, too!In my spare time, I love to cook and bake. I also enjoy playing tabletop and online games with my friends!

I graduated from Stanford University in 2017 with a bachelor's degree in philosophy. During the summers of 2014, 2016, and 2017 I worked for Stanford Pre-Collegiate Studies (SPCS), an academic residential camp in which students from all over the world come to the Stanford campus to take courses in subjects they're passionate about. In addition to living with and supervising the campers I assisted in teaching some of the courses. In 2014 I was teaching physics to middle schoolers; in 2016 I was teaching philosophy to high schoolers; and in 2017 I was teaching mathematical logic to high schoolers. Though I have experience teaching both the sciences (including math) and the humanities, I am more passionate about the latter, and within the humanities I am most passionate about philosophy and English. The most important thing I've learned from those two fields (and the thing I'd most want to pass on to students) is how to find the right words for thoughts - this is important, not just because it allows people to express themselves well to others, but also because it affords clarity to people regarding their own opinions and ideas. Shortly after I graduated from college I embarked on an extended trip around Europe lasting from October 2017 to May 2018. My interests include traveling, piano, and reading.

I have a B.A. from Columbia University, and an M.A. from Stanford University. I have years of experience both at the high school and collegiate level in tutoring reading and writing. I am passionate about children's education and excited to help students learn!

My interest in tutoring started in college. After a confusing lecture, I would often go 1-1 resources like office hours or TA help sessions. Here, I would be able to ask questions that clarified topics that would otherwise take me much longer to understand. Often I would relay this information to my friends, and I felt a sense of fulfillment in teaching it. Being able to help someone along to their "a-ha!" moment and share in that experience has been one of the greatest joys of teaching. In addition, doing so not only helped them, but also myself in solidifying my understanding of the material.This led me to take on various roles as a TA, both in 1-1 and in group settings later in my college career. My responsibilities ranged from weekly 1-1 sessions with multiple students to giving a review session to a large lecture class.Outside of academics, for all four years I have tutored middle/high school students in music in a 1-1 setting. This was through one of Yale's Dwight Hall service/outreach program. What interested me in tutoring music was the same sense of fulfillment, being able to watch someone progress overtime and see their face as they learn something new and enjoy it!

I am an experienced tutor with a background in economics, math, writing, and standardized test preparation. I studied Economics and Data Science at Stanford University, and I enjoy helping students break down difficult material into clear, manageable steps. My tutoring style is patient, structured, and personalized. I believe in pairing targeted test preparation with content lessons. I focus on understanding where a student is getting stuck, then explaining concepts in a way that matches how they think. The goal of our lessons is to be comfortable with the test/assignment you have in front of you and have a full grasp on the content you need to know. Whether I am helping with SAT grammar, math problems, economics, or writing, my goal is to build both understanding and confidence. My goal is to help each student make measurable progress, strengthen their academic skills, and become more confident and prepared for whateve academic challenge they are facing.