Award-Winning College Chemistry Tutors
serving Detroit, MI

Dartmouth's pre-med track put Arianna through a rigorous gen chem sequence where topics like electronegativity, VSEPR theory, and solution stoichiometry had to stick — not just for exams, but for every upper-level neuroscience and biology course that followed. She teaches college chemistry by anchoring abstract ideas to the biological systems where they resurface, which clicks especially well for life-science majors who need a reason to care about electron configurations. Rated 4.8 by students.

Working as a research assistant in transplant surgery at Johns Hopkins School of Medicine, Jonathan applies chemistry daily — from understanding drug interactions to the biochemistry of tissue preservation. That hands-on lab experience means he can ground tricky gen chem topics like stoichiometry and solution chemistry in real scenarios rather than leaving them as abstract textbook exercises. Rated 5.0 by students.

Studying chemical and biological engineering means Suzie has been stress-tested on gen chem material — thermodynamics, reaction kinetics, stoichiometry — in courses that demanded she actually use it to solve mass and energy balances, not just reproduce it on an exam. She's now pursuing an MD/PhD at Michigan Medical School, so she teaches college chemistry with a clear picture of how each concept threads into biochemistry, physiology, and beyond. Rated 5.0 by students.

Organic mechanisms, thermodynamics, equilibrium — college chemistry covers an enormous range, and Pratik has tutored it extensively at both the high school and undergraduate level. He digs into the reasoning behind reaction trends and periodic properties so that students can predict behavior on exams rather than relying on memorized examples.

Heading to the University of Michigan to major in Mathematics, Phil brings serious quantitative chops to the parts of college chemistry that are really algebra in disguise — equilibrium expressions, rate law calculations, stoichiometric ratios, and gas law derivations. He also has hundreds of hours tutoring chemistry specifically, so he knows when a student's real problem is the concept and when it's the math tripping them up. That distinction matters in gen chem, where the two get tangled together fast.

I am a second year medical student at Wayne State University. I graduated from Grand Valley State University with two bachelor's degrees in Biomedical Sciences and Classics with a minor in Chemistry. I have been tutoring for four years in various subjects, but my favorites are Chemistry and Latin. I have experience tutoring from middle school to college age students and enjoy working with them one on one to identify their weaknesses and create a plan to rectify them. I believe that each student learns differently and finding the best strategies for them will lead to their success.

Transitioning from high school to college chemistry means grappling with thermodynamics, equilibrium constants, and orbital theory at a much deeper level. Surina tackled these topics throughout her microbiology coursework at Barrett Honors College and knows where the conceptual gaps from general chem tend to show up in organic and biochemistry courses down the line.

Chemical engineering at UW-Madison meant Morgan didn't just take college chemistry — she relied on it daily through courses in reactor kinetics, mass transfer, and process thermodynamics, where sloppy understanding of equilibrium or enthalpy calculations would tank an entire problem set. That engineering context gives her a sharp eye for the specific conceptual gaps that cause students to lose points, especially in topics like solution stoichiometry and calorimetry where the chemistry and the math have to work in lockstep.

A PhD in Chemistry with research time at both Windsor and Cornell means Alaaeddeen has taught college chemistry topics — electron configurations, chemical kinetics, solution stoichiometry — across every level from introductory lectures to graduate seminars. He digs into the reasoning behind each step of a problem rather than letting students default to formula-plugging, a teaching approach he's refined since 2011. Rated 5.0 by students.

Pursuing a chemistry doctorate at the University of Michigan after completing his bachelor's at Truman State, Tyler has lived college chemistry from both sides of the classroom — learning the material and then teaching it at the undergraduate level. He's particularly sharp on the topics where students quietly fall behind, like electron configurations feeding into bonding theory or how equilibrium math depends on getting ICE tables set up correctly before touching the calculator. Rated 5.0 by students.

Biochemistry at Michigan meant Kirby didn't just take college chemistry — she kept using it, applying concepts like reaction thermodynamics, acid-base equilibria, and molecular interactions through upper-level coursework in organic chemistry, physical chemistry, and biochemistry. That layered exposure gives her a clear sense of which gen chem topics students need to truly internalize versus which ones they can afford to revisit later. Rated 4.9 by students.

Quantum numbers, molecular orbital theory, kinetics — college chemistry demands a level of abstraction that a general chemistry course only hints at. Vazrik earned his B.S. in Chemistry before moving into a materials science doctoral program, so he can walk through concepts like crystal field theory or electrochemistry with the depth of someone who applies them in active research.

I'm Yanti, a USC award-winning writing instructor, an emergency medicine continuing educator, and a biology major with a chemistry minor. For 36 years, I've taught students how to master difficult concepts across a very wide range of subjects. While I focus on professional licensing and standardized exam test prep, I've taught most major subjects at every level and ability. I love teaching, not lecturing. You will get information and techniques in any way that works for you: color-coded charts, visual mind maps, easy-to-memorize songs. Whatever the format, I break complex ideas into clear, doable steps that make sense to you. No fluff. No jargon. Just clarity, confidence, and even some fun. In our sessions, you get structure, support, and a coach who makes learning enjoyable and easy again. If you're ready to succeed, laugh a little, and learn a lot, please book a lesson. I'd love to work with you. Thank you!

I am passionate about. Throughout my education, even in elementary school, I would love helping my friends do better in their schooling, whether that be by just answering a few questions they had, some one-on-one time, or a group study session.

I am eternally grateful! I minored in Chemistry after getting interested in the inner workings of organic chemistry. While going to college I earned money by tutoring classes I had already taken. I also offered "supplemental instruction" which were informal classroom question and answer sessions. I worked in a research lab after earning an undergraduate research fellowship and explored Physiology at the School of Medicine. Then went on to study Toxicology at the University of Wisconsin, Madison. While there a decision appeared clear between focusing on research or teaching. I like teaching better. I truly enjoy spreading knowledge about Biology and Chemistry and finding fun ways to introduce people to these (often difficult) subjects.

Leading weekly peer mentor sessions for General Chemistry at WashU means Sarah doesn't just know college chemistry — she's actively teaching it, walking small groups through problem sets on equilibria, stoichiometry, and solution chemistry every week. That hands-on repetition sharpens her ability to spot exactly where a concept falls apart for each student and rebuild understanding from that point. Rated 5.0 by students.

Predentistry at Columbia means Erica is preparing for a career where gen chem concepts like acid-base chemistry, molecular bonding, and solution properties aren't abstract — they're clinically relevant every day. Her Harvard history of science background also gives her an unusual knack for explaining *why* chemical models were built the way they were, which makes memorizing periodic trends and electron configurations feel less arbitrary. Rated 4.9 by students.

Studying chemistry at Harvard while preparing for Columbia Medical School means James has taken college chemistry far past the introductory level — he knows which early concepts like electron configurations, VSEPR theory, and reaction stoichiometry quietly become load-bearing walls for everything from organic mechanisms to biochemical pathways. He teaches gen chem by flagging those high-stakes fundamentals early, so students aren't blindsided when later courses assume fluency. Rated 4.9 by students.

Decades of work as a PhD chemical engineer mean Steven has used gen chem concepts like reaction thermodynamics, equilibrium, and stoichiometry as professional tools — not exam topics he learned once and moved on from. He tackles tough problems by explaining the idea one way, then reframing it from a different angle, and grounding it with a practical example so the concept sticks from multiple directions. Rated 4.9 by students.

I've been working with students for over seven years, from middle school all the way through college, across subjects like math, calculus, statistics, linear algebra, chemistry, and physics, with a lot of SAT and ACT prep mixed in. My background is perhaps a little unconventional. I have two bachelor's degrees, one in Engineering and one in Communication Studies, plus a Master's in Design. That combination means I can guide you through challenging technical material and communicate it in a way that is easy to grasp. What I care most about is helping students get to a place where they don't need me anymore. I know that sounds like a strange thing for a tutor to say, but I think it's the right goal. I'm not here to walk you through steps to copy down. I want you to understand why something works, because that's what holds up under pressure, on a test you haven't seen before. If you're ready to ace that test or prove that theorem that's been bugging you, reach out and let's work together

Pre-med coursework at Duke forced Camille through the full gen chem gauntlet — stoichiometry, equilibrium, acid-base chemistry — while simultaneously juggling a humanities major, so she knows what it's like to learn dense quantitative material without the luxury of focusing on nothing else. That experience makes her especially effective with students who aren't pure STEM majors but still need to master college chemistry for their degree track. Rated 5.0 by students.

Samantha studied Chemistry & Chemical Biology at Cornell with a food science concentration, so she's tackled everything from organic reaction mechanisms to thermodynamics and spectroscopy at the college level. She teaches tricky concepts like equilibrium constants, electrochemistry, and molecular orbital theory by building visual models that connect the math to what's physically happening at the molecular scale.

Li's doctoral-level medical coursework means she's encountered college chemistry concepts like acid-base equilibria, solution chemistry, and reaction energetics in clinical contexts where getting the chemistry wrong has real consequences. Her microbiology and anatomy teaching background also means she can ground abstract gen chem topics — like intermolecular forces or oxidation states — in the biological systems students will see again in upper-level courses.

Chemical and biomolecular engineering at MIT means Natasha uses general chemistry concepts — equilibrium, kinetics, electrochemistry — as daily tools, not just exam topics. She talks through reaction mechanisms and stoichiometry problems out loud with students, treating each session more like a collaborative lab meeting than a lecture. Rated 4.9 by students.

Working in a Yale research lab with tools like CRISPR-Cas9 means Matthew encounters gen chem principles — reaction kinetics, molecular interactions, buffer systems — in live experimental contexts, which sharpens how he explains them back at the introductory level. His biochemistry and molecular biology coursework built fluency with the bridge between general chemistry and its applications, so he can show students exactly why mastering something like equilibrium or thermochemistry pays off two courses down the road. Holds a 5.0 rating.

Having served as an undergraduate teaching assistant at Cornell for introductory biochemistry, Josef has spent real time diagnosing where students get stuck on foundational chemistry — electron configurations bleeding into bonding theory, or mole concepts falling apart during stoichiometric conversions. He teaches college chemistry with a life sciences backbone, connecting topics like solution chemistry and reaction energetics to the biological applications his students will actually encounter next semester. Rated 5.0 by students.

Working in Duke's Bilbo lab on neuroimmune interactions means Lauren applies gen chem principles — reaction kinetics, molecular polarity, acid-base behavior — in a research setting where getting the chemistry wrong has real consequences for experimental design. That hands-on context, paired with her neuroscience and chemistry coursework, gives her a practical read on which concepts students need to truly internalize versus which ones they're just memorizing long enough to pass the exam. Rated 4.8 by students.