Yes. Students can save 20% by purchasing one-month packages, where we meet for one hour each week. Also available is a one-month package, where we meet for two hours each week and save 20% on the cost of hourly sessions.

Both. I always encourage students to meet with me weekly at a set time, in order to benefit from steady, routine support, and to catch areas of weakness, before they snowball. I understand things come up, and I do everything possible to accommodate students who need help on short notice. Scheduling several days, in advance, is optimal to ensure a spot on the schedule.

For High-School students, I tutor all levels; this includes College-Preparatory Chemistry, Honors Chemistry, AP Chemistry, and Chemistry electives, if offered. For College Students, I tutor General Chemistry I and II, as well as Organic Chemistry I and II. I have supported Analytical Chemistry and Inorganic Chemistry students in the past, though were the exception, rather than the rule.

A.P. Chemistry for high-school students. I support these students both in the classwork, as well as in the preparation for the College Board exam. I have even served as an AP Chemistry teacher for students in school systems where A.P. Chemistry is not offered. The majority of my students earn 5s on exams. See the Testimonials section for more!

For High-School students and college students taking General Chemistry, it would be increased attention to units. So many avoidable errors result from inserting only numbers (without their units) into a formula and then just plugging these numbers into the calculator to obtain an answer.

Organic Chemistry students need to accept the fact that the subject is cumulative, and studying every day is necessary. There is a valid reason why Medical and Dental schools use an applicant's Organic Chemistry grade as a metric of their potential to succeed: as the subject is new terrain for most students, Organic Chemistry performance is a good indicator of a student's ability to learn, based on their own dedicated study efforts.

Yes. I have literally hundreds of practice problems; some are written by me, while others originate from my extensive collection of Chemistry books, as well as old AP exams. I also have my own PowerPoint slides for students seeking a traditional classroom experience to either catch up on a missed topic or get a jump start on next week's material.

Not as a rule. In cases where the student really wanted to continue working with me, rather than seeking out other tutors, I have helped in Biology, Biochemistry Physics I and II, Philosophy, and even Neuroscience. That said, I claim no expertise in any of the above. I've done a great deal of editing and proofreading of academic assignments, as well as assisted students in developing presentations and other projects. I love helping students with projects of all kinds! Years ago, I also helped students in developing their personal statements in their applications for undergraduate and medical studies.

Yes. Classroom and lecture hall 😉 I have taught at the university and community-college levels for over a quarter of a century, taught high-school Chemistry in an Adult Education program, and also led recitation and Supplemental-Instruction sessions to support first-year students in General Chemistry. My class sizes have ranged from 5 to 200+ students; the vibe of the in-class experience is quite different when you have over one hundred students with whom to connect . I have also taught online and hybrid college Chemistry courses since 2005.

I bet you can guess 😉 I have a BA in Chemistry with a minor in Psychology from the University of New Hampshire. I also earned an M.S. in Chemistry and an Ed.D. in Curriculum, Teaching, Learning, and Leadership, both from Northeastern University.

I was! I worked full-time for just under eleven years as a Materials Scientist, as well as in the sales and marketing of laboratory instrumentation. I started as purely a lab scientist though, about halfway into this journey, I gravitated toward both curriculum development and training in both hardware and software. While I do not, in any way, consider the laboratory my strength, my years at the bench provided valuable experiences which enrich my teaching today.