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I received my MFA in Visual Art from University of California San Diego in 2014 and a double BA in Studio Art and Art History from Brandeis University. I also took a number of Chemistry and Mathematics courses while in undergrad, which demonstrates my abilities to think analytically as well as creatively. A large part of my schooling also involved writing, which eventually led to me into a teaching assistantship in writing at the university level. I also have experience tutoring at the high school level in SAT writing and english, ACT writing and english, and College Essay writing. I love working with students both in classes and 1 on 1.

Outside of teaching and tutoring, I hold a part time job at the UCSD library, where I preserve books. So, I am also skilled in bookbinding practices is that is something you are interested in learning!

In my spare time you can often find me learning to code (it is a long process, but I am plugging through!), watching re-runs of star trek or twin peaks, or cooking up an improvised meal in my teeny tiny kitchenette (I feat of which I am proud!). I look forward to working with and getting to know you or your son or daughter!

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Nichole’s Qualifications

Education & Certification

Undergraduate Degree: Brandeis University - Bachelors, Studio Art and Art History

Graduate Degree: University of California-San Diego - Masters, Visual Arts

Test Scores

SAT Subject Test in Chemistry: 700


Does collaborative sound artwork with a partner (sewing onto canvasses, turning speakers into paintings). Does book preservation/conservation at the library.

Tutoring Subjects

ACT English


Art History

College English

College Essays



Essay Editing

Graphic Design

High School English





Social studies

Technology and Computer Science

Test Prep


Q & A

What is your teaching philosophy?

I believe that a student will learn best when I am teaching them in a way that they relate to or understand. So, I ask for constant feedback from a student to see if the way I am explaining the subject is working, or if I should take a different approach. This constant checking-in keeps both the student and I on the same page.

What might you do in a typical first session with a student?

I will ask them some questions about themselves, like what they like to do or how they feel about the subject we will be working on. I take a little time to start to get to know them. Then I will ask about the assignment on which they need help.

If a student has difficulty learning a skill or concept, what would you do?

If the student is having difficulty, I will ask them what they find confusing, and then we will break that down together before moving forward.

How do you help students who are struggling with reading comprehension?

If a student is struggling with reading comprehension, I try to have them separate the different parts or the passage to see how each part is functioning. Then we put those pieces together.

What strategies have you found to be most successful when you start to work with a student?

I like to put the student at ease and let them know that I am there to help. I also take an interest in the student's interests and goals.

How can you help a student become an independent learner?

I like to give my students the opportunity during a session to answer questions to guide them through their own thought process. I then point out that that is what I am doing and ask them to do the same on individual assignments.

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