Award-Winning College Chemistry Tutors
serving Knoxville, TN

In 2022, I completed my Ph.D. in Chemistry at Vanderbilt University. My goal is to use my expertise in chemistry, algebra, and calculus to help students not only learn but also enjoy these subjects. My favorite subject to teach is general chemistry as it highlights the importance of interdisciplinary study combining, physics, math, and even biology. While my degree expertise lies in chemistry, I am equally adapt in teaching all levels of mathematics. I take pride in reinforcing mathematics concepts with tangible applications in other fields to highlight its importance and making learning interesting.

Two biomedical engineering degrees mean Allyson has been solving problems rooted in gen chem concepts — reaction thermodynamics, solution chemistry, molecular interactions — long after most students close the textbook, applying them in biomaterials, transport phenomena, and device design contexts. She breaks down calculation-heavy topics like equilibrium and stoichiometry by connecting the math to the physical system it describes, which keeps the problem-solving from feeling mechanical. Rated 4.9 by students.

Having earned a PhD in Molecular Pathology & Immunology from Vanderbilt, Kathleen spent years applying gen chem principles — reaction thermodynamics, acid-base chemistry, molecular bonding — in research contexts where getting the fundamentals wrong meant failed experiments, not just missed points. That background means she teaches college chemistry with an emphasis on chemical intuition: understanding why a reaction proceeds or why a molecule behaves a certain way, so the problem-solving follows naturally. Her undergraduate chemistry degree from the University of Arkansas ensures the content knowledge runs all the way down to the foundations.

Biology majors often hit college chemistry expecting memorization and instead find themselves buried in equilibrium calculations, gas law derivations, and thermochemistry problems that demand real math fluency. Andrew's biology degree means he's been through that exact transition, and his 5.0 rating suggests he's effective at pinpointing whether a student's confusion is rooted in the chemistry itself or in the quantitative steps wrapped around it.

Biochemistry coursework means Fay lives in college chemistry every day — from thermodynamics and equilibrium to electrochemistry and molecular orbital theory. He breaks down problem sets by connecting abstract equations to the molecular behavior behind them, making concepts like Gibbs free energy or Le Chatelier's principle click rather than feel arbitrary. Rated 4.9 by students.

A chemistry degree plus dental school means Jackson has worked through general chemistry concepts twice — once in theory and once in clinical application. He digs into equilibrium, acid-base reactions, and thermochemistry by tying abstract equations to tangible processes like buffer systems in the body. Students walk away understanding not just how to balance a redox reaction, but why it matters.

Pre-med coursework forced Kristen through the full gauntlet of gen chem — stoichiometry, equilibrium, acid-base chemistry — with the added pressure of knowing every concept would resurface on the MCAT. Her psychology background gives her an unusual read on how students actually process quantitative material, so she's quick to spot when someone is memorizing reaction patterns without understanding the underlying logic. She scored a 1490 SAT and 31 ACT, reflecting the kind of cross-disciplinary rigor she brings to problem-solving in chemistry.

Sung earned his B.S. in Chemistry, which means he can unpack topics like thermodynamics, equilibrium constants, and molecular orbital theory with real depth rather than surface-level definitions. He connects abstract concepts — like why Gibbs free energy determines spontaneity — to concrete problem-solving strategies that stick. Rated 5.0 by students.

Fourth-year med student at Albert Einstein College of Medicine, Michael has been applying gen chem principles — acid-base chemistry, reaction thermodynamics, solution behavior — in clinical and biochemical contexts for years, which means he can explain not just how to solve a problem but where that concept resurfaces later. His biology degree from Yeshiva College (summa cum laude) and time teaching MCAT prep for Kaplan gave him practice breaking down the exact topics that trip up college chemistry students: stoichiometry setups, equilibrium expressions, and the leap from qualitative reasoning to quantitative problem-solving.

Thermodynamics, equilibrium constants, and reaction kinetics demand more than memorizing formulas — they require thinking about why a reaction proceeds the way it does. Garrett's coursework in physical chemistry and organic chemistry means he can unpack the energy landscapes and molecular interactions behind each concept. He connects general chemistry principles to their applications in biochemistry and physiology, which makes abstract ideas click faster.

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.

First-year med students don't forget what tripped them up in gen chem — and Nishad, currently at Sidney Kimmel Medical College at Thomas Jefferson University, uses that recent memory to zero in on the conceptual breaks that derail students in topics like electron configuration, chemical bonding, and equilibrium. His premed background means he's taken college chemistry with the same stakes his students face, and he teaches it by connecting the molecular-level reasoning to the calculations so neither piece feels like it's floating on its own.

General chemistry at the college level demands more than balancing equations — it requires thinking in terms of energy, equilibrium, and molecular behavior. Jhonatan approaches topics like thermodynamics, acid-base chemistry, and kinetics by grounding abstract formulas in physical intuition, drawing on the quantitative rigor he developed through his biological sciences degree. His 5.0 rating speaks to how well that approach lands with students.

Studying chemistry at MIT means Max has tackled the same problem sets, lab reports, and conceptual leaps that trip up college chemistry students — quantum mechanical models, thermodynamic cycles, molecular orbital theory. He approaches each session by identifying the specific concept a student is stuck on and building understanding from the ground up, not just drilling practice problems. His 5.0 rating speaks to how well that method works at the college level.

Having taken the full gen chem sequence at Cornell alongside organic chemistry and upper-level biology coursework, Jonathan knows exactly where college chemistry concepts like electron configuration, VSEPR theory, and solution stoichiometry start causing problems — usually when the course shifts from memorizable rules to applied reasoning. His human biology background means he naturally ties chemical principles back to biological systems, which tends to click for the pre-med and life science students who make up most of his college chemistry sessions. Rated 4.9 by students.

Though political science was her major at the University of Chicago, Asta's tutoring work across both chemistry and quantitative subjects means she's spent real time breaking down the conceptual hurdles in gen chem — balancing equations, working through mole conversions, and making sense of reaction types. Her 5.0 rating speaks to an approach that's honest about meeting the material on its own terms rather than pretending expertise she doesn't have, which students in a tough prerequisite course tend to trust more, not less.

Pre-med bio-psychology coursework at UCSB means Aaron has pushed through college chemistry the same way his students are — as a high-stakes prerequisite where every gap in stoichiometry or equilibrium shows up again in upper-division science courses. He talks through problems conversationally, pressing students to explain the reasoning back to him, which exposes shaky understanding far faster than just re-solving practice sets. Holds a 5.0 rating.

Between AP Chemistry, organic chemistry, and inorganic chemistry, Rebecca has covered college-level chemical concepts from multiple angles — but it's her biology background that shapes how she teaches gen chem topics like electron configurations, bonding, and solution chemistry, always tying them back to the biological systems where students will encounter them again. She's especially sharp at bridging the gap between memorizing periodic trends and actually using them to predict reactivity or molecular behavior. Rated 5.0 by students.

Engineering coursework at Harvard means Christopher regularly uses chemistry concepts like thermodynamics, equilibrium, and reaction kinetics in applied settings. He teaches college chemistry by connecting abstract ideas — say, Gibbs free energy or electrochemical cells — to tangible problems, making the material easier to internalize before exams.