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I am pursuing a Bachelor's of Science Degree in Civil Engineering at New Mexico Tech and am currently a sophomore. My expertise lies in the field of mathematics, including lower level and some higher level courses. The problem solving processes I use to arrive at solutions are explicit and direct and will help you understand the concepts of the problems, rather than memorizing formulas and plugging in numbers. I will assist with problems until you, the student, feels that you have a solid grasp of the concepts and can replicate my teachings from your own acquired knowledge without guidance. My love for schooling and learning translates to the teachings and philosophies I follow as a private tutor for you.

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Timothy’s Qualifications

Education & Certification

Undergraduate Degree: New Mexico Institute of Mining and Technology - Bachelors, Civil Engineering

Test Scores

ACT Composite: 30

ACT Math: 30

ACT Reading: 33

ACT Science: 30


Cycling, Snowboarding, Intramural Sports, Studying

Tutoring Subjects

ACT Math


Algebra 2



Civil and Environmental Engineering

Civil Engineering


CLEP College Algebra

CLEP College Mathematics

College Physics


EIT - Engineer in Training

Elementary School

Elementary School English

Elementary School Math

Elementary School Reading

Elementary School Science

Elementary School Writing




High School Economics

High School English

High School Physics

High School Writing

College Math



Microsoft Excel

Microsoft Office

Middle School

Middle School English

Middle School Math

Middle School Reading

Middle School Reading Comprehension

Middle School Science

Middle School Writing




Professional Certifications

SAT Subject Test in Physics

SAT Subject Tests Prep



Statics and Dynamics

Technology and Computer Science

Test Prep


Q & A

What is your teaching philosophy?

My philosophy of teaching centers around repetition. The only way a student can learn something is if they genuinely replicate the applied problem solving process over and over again until they can work through the problem themselves without getting stuck. Doing problems of a similar theme, along with problems that are tricky or have intermediate steps, will help the student grasp the holistic view of the concept instead of memorizing a formula and attempting to apply it to problems that use a modified form of it. Starting with easy examples that are the straightforward application of the concept and moving towards harder problems that contain more involved arithmetic or answers will show the steps a student can take to solve a problem. If a student sees a problem and does not know where to start, they will try it using the easiest method they know from problems they have seen before. The more problems they see and understand how to work, the less chance there is for a student to come across a problem that is unfamiliar to them. Students learn best when they can easily understand what is being taught and the language of the teaching is not long and extravagant. My style of teaching simplifies what would be content heavy subjects into concise, general directives that teaches students what they need to know.

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

In a typical first session I would greet my new student and let them tell me as much as they want. I would then introduce myself, tell my age, what city I live in, and what I do as a student on a daily basis. I would ask some general questions about the student's school life pertaining to their classes, teachers, and material of courses. Once I believe that the student is comfortable enough to treat the online video communication like a classroom, and that the student is comfortable enough with me to be free of any communication barriers, I would dive into the tutoring content and begin the process of working through problems or whatever the topic is of the session. At the end of the session, I would summarize the general concepts that were seen in the material of the session, ask the student if his/her understanding is great enough to replicate without my guidance, and go on to closing the session. I would schedule the next session with my student during the end while we are face-to-face so that no confusion occurs in the days leading up to the next session.

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