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I have a background as an engineer and a long time fascination with design and creativity of processes. I draw upon my engineering education, many years as a product designer, and a growing interest in the history, both good and bad, of mathematics and the sciences. The connection of the abstract of the classroom to the real world that we live in helps me make the associations needed to facilitate the processes of cognition and perception and ultimately, critical thinking. Often, I make associations of the lesson material to the observable reality already well-known by the students. I look forward to helping enrich your math and science experience.

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Richard’s Qualifications

Education & Certification

Undergraduate Degree: Purdue University-Main Campus - Bachelors, Electrical Engineering

Graduate Degree: Purdue University-Main Campus - Masters, Business

Test Scores

ACT Math: 35


Canoeing, Exercise, Guitar, Math History

Tutoring Subjects


AP Calculus AB

AP Computer Science

AP Computer Science A

AP Computer Science Principles

AP Physics 1

AP Physics 2

AP Physics C: Mechanics

AP Statistics


Basic Computer Literacy


Business Analytics

Business Statistics




Calculus 2


College Algebra

College Business

College Computer Science

College Economics

Computer Architecture

Computer Science

Computer Theory




Digital Media


Electrical and Computer Engineering


Finite Mathematics


High School Accounting

High School Business

High School Chemistry

High School Computer Science

High School Economics

High School Physics




Microsoft Excel

Microsoft Office


Parallel Computing

PC Basic Computer Skills

Personal Finance




Programming VB.NET



Statistics Graduate Level

Technology and Coding


Visual Basic

Q & A

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

There are two pressing needs during the first session. The first is to get to know each other and express our expectations. Where does the student stand in the coursework? It is certainly important we come to agreement on goals and requirements for the session. The second may follow from the first. Is there a major issue? If so, we will work to lessen the stress of that situation. What can we do right now? Let’s do that. Finally, there will be some discussion as to follow up or possible scheduled sessions.

How can you help a student become an independent learner?

This goes back to my philosophy; I aim to encourage interest and confidence in the material. It is easier to extend your knowledge if you have interest and confidence. An adjunct to this is teaching the student how to learn. How do you read a math book without treating it simply as a reference? The same holds for Statistics, Physics, Chemistry, or any technical book that is aimed at teaching how to solve problems. Extract the information; organize the material; consolidate your knowledge; feel success; and repeat.

What is your teaching philosophy?

My philosophy is to help students organize their thoughts, connect, and make associations. Cognition and perception will follow. I draw upon my engineering and business education and my growing interest in the history of science and mathematics. I look for any means to connect the lesson material to understanding held by the student. My goal is to encourage interest and confidence in the material.

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