I am currently a manager of a training department of a chemical engineering company. I have vast experience training people for a very difficult job. I graduated from Purdue University with a degree in Chemical Engineering.I have worked for UOP Honeywell (Fortune 100) for six years, and currently serve as Sr. Supervisor of Training for our Career Development Program. I earned my B.S. Chemical Engineering in May 2011 from Purdue University.My experience includes over a year with UOP R&D working with pilot plant operations and adsorbent development in Parex refinery technology; Merox and Fluid Catalytic Cracking experience in the UOP Technical Service department; and 3 years in Korea, India, Russia, Chile, Saudi Arabia, China, Netherlands, Ohio, Oklahoma, Texas, and Indiana on Parex, Merox, Fluid Catalytic Cracking, InAlk, SHP, PRU, Isomar, Tatoray, Xylene Fractionation, BT Fractionation, Sulfolane, Molex, and Butamer unit commissioning, loading, start-up operations, troubleshooting, and optimization.My goal is to develop a strong background in the field and proceed to earn an MBA and exercise my leadership skills in managing a major business group.Specialties: Refinery operations, commissioning, checkouts, startups, catalyst loading, project engineering, project management, pilot plant operations, research and development, team communications, organizational development

Learning can become a joyful activity. You just need the right professor and the right tutor for you, who loves learning. I trust in the potential in every one of us. I will be your mentor for tapping into your own and turn your learning experience into a successful and joyful one. Reach out!

I am a senior physics and Spanish language major! I love sharing my interest in science and culture with students of all ages. I enjoy creating STEM demonstration sessions for local middle schools and mentoring for the Girls are the 5th FUNdamental Force Program as the executive chair and founder. In my free time I enjoy baking cupcakes, iceskating, and taking walks while listening to my Spotify Daily Mix. I hope to support all levels of learning inside and outside the classroom!

I have tutored and/or taught mathematics since 2009. I have received graduate degrees in mathematics from Clark Atlanta University and the University of Florida. I am very patient with my students and strive to develop their skills, strategies and critical thinking.

My name is Elana! I am a senior at Arizona State University working on a Management degree, so I'm familiar with most business courses. I currently work as a Special Ed teaching assistant for Scottsdale Unified School District, where I teach kids ages 3-18 years in all kinds of courses. I also used to work as an Employment Specialist, so I'm great at editing essays, teaching public speaking, and anything related to professional development. I also have experience with visual art and design and love to teach drawing and painting!

I am a recent grad from Providence College, dual degree in Finance and Math. Prior to Varsity Tutors, I had 3 years of tutoring subjects ranging from Math, Statistics to Finance and Accounting

2006 Math state champion.B.S. in Mathematics from UWFM.S. in Mathematical Sciences from UWFCurrently teaching developmental Math classes part-time.Tutoring part-time.

I recently graduated from Mount Holyoke College in South Hadley, Massachusetts, with a major in psychology and a minor in computer science. There, I have worked as a writing mentor and a statistics tutor. While I tutor a wide range of subjects, I especially enjoy tutoring psychology, mathematics, statistics and writing. I can also help you prepare for standardized tests like the ACT and GRE.As a psychology major, I aspire to understand the cognitive principles behind learning to improve my teaching. I am passionate about tutoring because I find it inspiring to see students take on challenges and accomplish things that they thought they could not do. I believe that everyone can become effective learners with good learning habits and practice, and my goal is to help you develop learning strategies that suit you and optimize your learning.

I love teaching and helping others. I've tutored since High School and my classmates, friends and students always tell me about how much I've made an impact in their lives. I believe everyone can improve and learn--that means YOU too! Ready?

I attended Texas State University, where I earned two Bachelor's of Science, one in Mathematics and the other in Physics, and I continued on to earn my Ph.D. in Mathematics Education. I have been tutoring students in mathematics and physics since 2008, so I have been learning about and refining my teaching methods for over a decade.I view mathematics as a great, inverted pyramid, wherein each new idea is built upon a foundation of interwoven concepts. However, throughout my twelve years of experience working with students, I have found that many students seem to believe that mathematics is merely an ever growing list of discrete facts and that learning mathematics is a matter of just memorizing these facts in preparation to regurgitate information for exams. In my view, students who have been exposed to this disconnected view of mathematics are often overwhelmed by the sheer volume of information and seek to memorize only the particular steps and equations necessary to solve each type of problem, rather than trying to understand the overarching structure and reasoning that can be applied in a wide variety of contexts to solve many different problems. Therefore, I deliberately and explicitly focus my teaching on: connecting mathematical ideas, and modeling reasoning about structure.Connections: I explicitly connect the current topic to prior mathematical content. For example, during integral calculus courses when discussing integration through trigonometric substitution, textbooks often present a table showing three categories of algebraic expressions along with their corresponding trigonometric substitution and reference triangle. Rather than show these to my students and encourage them to memorize these particular examples, I instead prefer to show how we can use the Pythagorean Theorem to build a right triangle based on a given algebraic expression and then, using knowledge of the trigonometric functions, how to find a useful trigonometric substitution. I find this to be a more useful way to approach these problems because this method allows my students to apply the same reasoning to all integration by trigonometric substitution problems, thus affording students greater opportunity to be successful when they are working on their own. Moreover, this approach can help students avoid common memorization pitfalls, such as using a trigonometric substitution and a reference triangle that do not match.Modeling Reasoning about Structure: To help my students develop problem solving and reasoning skills, I provide a model of appropriate mathematical reasoning by thinking aloud as I work through problems, discussing things such as which features of the problem stand out and indicate possible solution methods. In order to help my students try to imitate my cognitive processes, I organize my problem solving methods around a series of questions that I ask myself about the problem in order to determine how to progress. In the example of working on integration by trigonometric substitutions, I first discuss how each other method of integration (e.g., substitution, by-parts) would be inappropriate, and then examine which form of the Pythagorean Theorem resembles the algebraic expression in the problem. I then use this information to build a right triangle that describes that form, and finally use this triangle to choose an appropriate substitution. As my students work, rather than tell them the next steps, I instead first refer back to these organizing questions and try to get them to find answers themselves. I prefer this approach because I believe, and explicitly discuss with my students, that understanding the rationale underlying the steps in a process is better than merely memorizing the steps for two reasons: the rationale's structure reflects and reinforces the structure of the content, and using a process consistent across examples reduces the amount of information that students need to know in order to be successful on assessments.I have also worked with future teachers as an instructor of a first course in foundational mathematics content. In this context, it is of paramount importance that my students understand why the mathematics works like it does and how the various topics are interconnected so that they are able to provide instruction to their future elementary and middle school students in ways that emphasizes the connections among various models, between models and algorithms, and between prior and new content. For example, while discussing the base-ten number system, we explore how manipulatives (e.g., toothpicks, beads) can be iteratively bundled into groups of ten to demonstrate how place value is used and that this process can continue forever. Then, with non-integer real numbers we capitalize on this pattern to justify the idea that we can, similarly, divide a single unit into 10 smaller pieces (i.e. into 10 tenths) and that this process also continues indefinitely. This understanding of bundling and unbundling groups serves to emphasize the consistency of the base-ten structure across all place values, and also provides a basis for the "carrying" and "borrowing" actions present in the standard algorithms for addition and subtraction. By showing these future teachers connections among mathematics, and by modeling reasoning about structure, I hope to affect change in their views of mathematics as a discipline as well as provide an example of how we, as teachers, can help guide our students by relying on the structure of mathematics and through responding to student questions with carefully chosen questions of our own that encourage students to think for themselves.

I am currently a manager of a training department of a chemical engineering company. I have vast experience training people for a very difficult job. I graduated from Purdue University with a degree in Chemical Engineering.I have worked for UOP Honeywell (Fortune 100) for six years, and currently serve as Sr. Supervisor of Training for our Career Development Program. I earned my B.S. Chemical Engineering in May 2011 from Purdue University.My experience includes over a year with UOP R&D working with pilot plant operations and adsorbent development in Parex refinery technology; Merox and Fluid Catalytic Cracking experience in the UOP Technical Service department; and 3 years in Korea, India, Russia, Chile, Saudi Arabia, China, Netherlands, Ohio, Oklahoma, Texas, and Indiana on Parex, Merox, Fluid Catalytic Cracking, InAlk, SHP, PRU, Isomar, Tatoray, Xylene Fractionation, BT Fractionation, Sulfolane, Molex, and Butamer unit commissioning, loading, start-up operations, troubleshooting, and optimization.My goal is to develop a strong background in the field and proceed to earn an MBA and exercise my leadership skills in managing a major business group.Specialties: Refinery operations, commissioning, checkouts, startups, catalyst loading, project engineering, project management, pilot plant operations, research and development, team communications, organizational development

Learning can become a joyful activity. You just need the right professor and the right tutor for you, who loves learning. I trust in the potential in every one of us. I will be your mentor for tapping into your own and turn your learning experience into a successful and joyful one. Reach out!

I am a senior physics and Spanish language major! I love sharing my interest in science and culture with students of all ages. I enjoy creating STEM demonstration sessions for local middle schools and mentoring for the Girls are the 5th FUNdamental Force Program as the executive chair and founder. In my free time I enjoy baking cupcakes, iceskating, and taking walks while listening to my Spotify Daily Mix. I hope to support all levels of learning inside and outside the classroom!

I have tutored and/or taught mathematics since 2009. I have received graduate degrees in mathematics from Clark Atlanta University and the University of Florida. I am very patient with my students and strive to develop their skills, strategies and critical thinking.

My name is Elana! I am a senior at Arizona State University working on a Management degree, so I'm familiar with most business courses. I currently work as a Special Ed teaching assistant for Scottsdale Unified School District, where I teach kids ages 3-18 years in all kinds of courses. I also used to work as an Employment Specialist, so I'm great at editing essays, teaching public speaking, and anything related to professional development. I also have experience with visual art and design and love to teach drawing and painting!

I am a recent grad from Providence College, dual degree in Finance and Math. Prior to Varsity Tutors, I had 3 years of tutoring subjects ranging from Math, Statistics to Finance and Accounting

2006 Math state champion.B.S. in Mathematics from UWFM.S. in Mathematical Sciences from UWFCurrently teaching developmental Math classes part-time.Tutoring part-time.

I recently graduated from Mount Holyoke College in South Hadley, Massachusetts, with a major in psychology and a minor in computer science. There, I have worked as a writing mentor and a statistics tutor. While I tutor a wide range of subjects, I especially enjoy tutoring psychology, mathematics, statistics and writing. I can also help you prepare for standardized tests like the ACT and GRE.As a psychology major, I aspire to understand the cognitive principles behind learning to improve my teaching. I am passionate about tutoring because I find it inspiring to see students take on challenges and accomplish things that they thought they could not do. I believe that everyone can become effective learners with good learning habits and practice, and my goal is to help you develop learning strategies that suit you and optimize your learning.

I love teaching and helping others. I've tutored since High School and my classmates, friends and students always tell me about how much I've made an impact in their lives. I believe everyone can improve and learn--that means YOU too! Ready?

I attended Texas State University, where I earned two Bachelor's of Science, one in Mathematics and the other in Physics, and I continued on to earn my Ph.D. in Mathematics Education. I have been tutoring students in mathematics and physics since 2008, so I have been learning about and refining my teaching methods for over a decade.I view mathematics as a great, inverted pyramid, wherein each new idea is built upon a foundation of interwoven concepts. However, throughout my twelve years of experience working with students, I have found that many students seem to believe that mathematics is merely an ever growing list of discrete facts and that learning mathematics is a matter of just memorizing these facts in preparation to regurgitate information for exams. In my view, students who have been exposed to this disconnected view of mathematics are often overwhelmed by the sheer volume of information and seek to memorize only the particular steps and equations necessary to solve each type of problem, rather than trying to understand the overarching structure and reasoning that can be applied in a wide variety of contexts to solve many different problems. Therefore, I deliberately and explicitly focus my teaching on: connecting mathematical ideas, and modeling reasoning about structure.Connections: I explicitly connect the current topic to prior mathematical content. For example, during integral calculus courses when discussing integration through trigonometric substitution, textbooks often present a table showing three categories of algebraic expressions along with their corresponding trigonometric substitution and reference triangle. Rather than show these to my students and encourage them to memorize these particular examples, I instead prefer to show how we can use the Pythagorean Theorem to build a right triangle based on a given algebraic expression and then, using knowledge of the trigonometric functions, how to find a useful trigonometric substitution. I find this to be a more useful way to approach these problems because this method allows my students to apply the same reasoning to all integration by trigonometric substitution problems, thus affording students greater opportunity to be successful when they are working on their own. Moreover, this approach can help students avoid common memorization pitfalls, such as using a trigonometric substitution and a reference triangle that do not match.Modeling Reasoning about Structure: To help my students develop problem solving and reasoning skills, I provide a model of appropriate mathematical reasoning by thinking aloud as I work through problems, discussing things such as which features of the problem stand out and indicate possible solution methods. In order to help my students try to imitate my cognitive processes, I organize my problem solving methods around a series of questions that I ask myself about the problem in order to determine how to progress. In the example of working on integration by trigonometric substitutions, I first discuss how each other method of integration (e.g., substitution, by-parts) would be inappropriate, and then examine which form of the Pythagorean Theorem resembles the algebraic expression in the problem. I then use this information to build a right triangle that describes that form, and finally use this triangle to choose an appropriate substitution. As my students work, rather than tell them the next steps, I instead first refer back to these organizing questions and try to get them to find answers themselves. I prefer this approach because I believe, and explicitly discuss with my students, that understanding the rationale underlying the steps in a process is better than merely memorizing the steps for two reasons: the rationale's structure reflects and reinforces the structure of the content, and using a process consistent across examples reduces the amount of information that students need to know in order to be successful on assessments.I have also worked with future teachers as an instructor of a first course in foundational mathematics content. In this context, it is of paramount importance that my students understand why the mathematics works like it does and how the various topics are interconnected so that they are able to provide instruction to their future elementary and middle school students in ways that emphasizes the connections among various models, between models and algorithms, and between prior and new content. For example, while discussing the base-ten number system, we explore how manipulatives (e.g., toothpicks, beads) can be iteratively bundled into groups of ten to demonstrate how place value is used and that this process can continue forever. Then, with non-integer real numbers we capitalize on this pattern to justify the idea that we can, similarly, divide a single unit into 10 smaller pieces (i.e. into 10 tenths) and that this process also continues indefinitely. This understanding of bundling and unbundling groups serves to emphasize the consistency of the base-ten structure across all place values, and also provides a basis for the "carrying" and "borrowing" actions present in the standard algorithms for addition and subtraction. By showing these future teachers connections among mathematics, and by modeling reasoning about structure, I hope to affect change in their views of mathematics as a discipline as well as provide an example of how we, as teachers, can help guide our students by relying on the structure of mathematics and through responding to student questions with carefully chosen questions of our own that encourage students to think for themselves.