Director of Tutoring
Pace University, Masters of Science in the Teaching of Mathematics, 2006, 4.0 GPA; Yale University, 2004, major in African American Studies, graduated Magna Cum Laude with Distinction in the Major; perfect scores on SAT I Verbal, SAT Writing, Math II, Physics, and French Subject Tests; recipient of the AP Scholar Award for the student with the most and highest scores on Advanced Placement Exams in Illinois; score of 5 on AP exams in Physics C, Calculus BC, English Language, English Literature, French Language, French Literature, Economics, Art History, U.S. History, and European History.
Lily spent her time at Yale taking a wide range of classes from Anthropology to Mathematics. As a freshman, she was selected for the Directed Studies Program, a highly rigorous interdisciplinary course of study in the Philosophy, Literature, and Political Science of the Western tradition from Herodotus to Hannah Arendt. While pursuing her diverse educational interests, she also tutored in the New Haven public schools and started Ballroom Dance Outreach, a student group conducting free dance lessons in local high schools.
After graduating from Yale, Lily was accepted into the New York City Teaching Fellows Program and began teaching at the Urban Assembly New York Harbor School in fall, 2004, where she taught until spring, 2012. She simultaneously earned her Masters in Teaching and Professional Teaching Certificate. She has eight years of classroom experience teaching Mathematics and Physics, with subject areas ranging from Algebra remediation to calculus-based Physics, and has successfully shepherded her students through NYS Regents, SAT, ACT, ISEE, SSAT, and AP exams alike.
As Director of Standardized Test Preparation, Lily brings to bear her years of experience with curriculum development, group instruction, and individual tutoring in both public and private schools to the challenging task of mastering standardized assessments, approaching them from both a strategic and a content-based point of view. She has worked to amplify and maintain test-specific guides totaling over 500 pages in length which focus on critical thinking skills and thorough understanding of content as a foundation, bridging the gap between the exercise of test preparation and the goal of becoming a well-educated and well-rounded student in any context. Students’ content mastery is bolstered by test-specific strategy and timed practice, which ensures accountability for students and their instructors and allows tutors to tailor their methods to the needs of each learner. Lily specializes in effective use of technology to add to students’ confidence and scores, and her review classes have helped test-takers maximize their performance and contributed to CET’s development of curricula based on detailed analysis of each exam’s structure and content. Additionally, she trains every one of CET’s test prep tutors and oversees their work with individual students, focusing on continuous improvement and expansion of CET’s teaching techniques.
Lily herself has helped dozens of students improve their test results both in and out of the classroom and has become one of the most sought-after tutors at CET with her unique blend of expertise and relatability. She has seen great improvements working with students in a wide variety of subjects and grade levels and knows that every student can and will learn with the right approach. Lily believes strongly in a conceptual, discovery-based, and student-focused approach to learning. She is well acquainted with the challenges and pressures of a rigorous academic atmosphere and works to engage students through both her own passion for the subjects she teaches and her naturally enthusiastic and supportive personality.
Lily considers boredom to be a sin and spends her non-teaching time immersed in her other career as a Latin Ballroom dancer. (She also teaches, performs, and competes in the cha cha, samba, rumba, paso doble, and jive!)
Columbia University, 2011, major in English and Comparative Literature, 3.96 GPA, graduated Magna Cum Laude with English Departmental Honors, Dean’s List Fall 2007-Spring 2011; member of Phi Beta Kappa; National Merit Finalist, 2007; Recipient of the Robert C. Byrd Scholarship, 2007; Near-perfect score of 2350 on SATs, (with perfect scores on Writing and Reading sections), 770 on Chemistry SAT Subject Test, 800 on Spanish SAT Subject Test; AP Scholar with Distinction: Score of 5 on AP exams in U.S. History, Latin, Spanish, and BC Calculus.
A lifelong academic high-achiever and extremely versatile and experienced tutor, Alice has worked with hundreds of students to help them excel in such diverse subjects as English, history, Spanish, geometry, chemistry, physics, algebra, trigonometry, precalculus, and calculus; she has also tutored dozens of students for the SAT, ACT, ISEE, SSAT, SHSAT, GRE, and various SAT subject tests with consistently spectacular results.
As a native New Yorker and graduate of the New York City private school system, Alice is well acquainted with the stress and anxiety created by its pressure-cooker academic environment. She employs empathy, humor, and enthusiasm to help her students solidify their skill sets and develop confidence in their own academic abilities, while having as much fun as possible along the way. Her methodology consists of a systematic, step-by-step breakdown and explanation of concepts and strategies, as well as a keen attention to the details of each student's unique personality and learning style.
When she is not tutoring, Alice may be found reading at home, running in various NYC parks, or pursuing her career as an actress/singer/dancer.
Princeton University, 2012, major in Religion with a certificate in Theatre, top quintile; Member of Phi Beta Kappa; Award for Outstanding Original Research in Islamic Studies, 2012; Sophomore Award for Excellence in Theatre, 2010; Shapiro Award for Academic Excellence as a Freshman, 2009; score of 5 on AP exams in Chemistry, BC Calculus, US History, and Psychology.
Clayton has worked with Competitive Edge since 2012, working with students in virtually every area of test prep and coursework. He is uniquely qualified to support students in both the humanities and advanced science and math courses, and shifts seamlessly between these disciplines. As a test prep tutor, Clayton has worked with students to prepare for the ACT, SAT, SAT Subject Tests, Advanced Placement exams, Regents Exams, ISEE, and the SSAT. Though his plan for students is always based on their individual needs, Clayton strives to make his sessions fun and engaging, while also holding his students accountable. He takes great pride in letting his students gradually take more ownership over their test prep program, and has helped them gain admittance into some of the top colleges in the nation. Clayton loves to make personal connections during his sessions, and still regularly keeps in touch with many of his former students.
Prior to his work with Competitive Edge, Clayton tutored for three years as a Fellow with the Princeton University Writing Center, an undergraduate and graduate resource for academic writing. He worked individually with hundreds of students on a wide variety of academic papers, becoming known for his calm and approachable demeanor, and his ability to explain concepts clearly while letting students take ownership of their work. He later became a Head Fellow at the Writing Center, training other Fellows to become more effective at their craft.
Clayton is also a certified high school science teacher for the subjects of Physics, Biology, and Chemistry. He has experience teaching science in the classroom at Sharpstown High School, part of the Houston Independent School District. His passion for science dates back to the earlier years of his education, when he won the Bausch and Lomb Award for Excellence in Science in 2007. Through Competitive Edge, Clayton has designed curricula for and taught full classroom based courses on the ACT and the SAT Physics subject test. In the classroom setting, Clayton focuses on finding a balance between creating engaging content for all students, while making sure no students feel left behind.
Lastly, he is a nut for all things creative—he loves theatre, writing and music, so much so that he has trouble determining which of these is his true love! Currently, he is writing a book, while occasionally performing his award winning one man show at colleges along the East Coast.
Columbia University, M. S. in Chemical Engineering; Columbia University, 2017, B. S. in Chemical Engineering, dual bachelor degree program with the University of Puget Sound, 3.6 GPA, Dean’s List 2015-2017; University of Puget Sound, 2017, B. S. in Chemistry, Dean’s List 2012-2015; Columbia University Department of Chemical Engineering, Process Safety Reactor Design Competition, 2017, winner of the Senior Design Competition, 2016; recipient of the Eleanor Conti-Jessel Scholarship Award for Excellence in a Pre-Engineering Field, 2014 and 2015.
Hayley grew up both in Salt Lake City, UT, and Palo Alto, CA. Always passionate about math and physics, she built complex electrical systems as a student in her high school Robotics Team. Elected captain in her senior year, she led fellow teammates through multiple rounds of competition to reach the West Coast Regional level for the first time since the team was founded.
During her time at the University of Puget Sound (UPS), Hayley noticed how few women were in upper-level math, physics, and chemistry courses. In order to develop a community among her fellow female STEM students and provide them with professional resources and skills, she founded the annual on-campus Women in Math and Science Conference. It employed professional coaches to lead panels and activities that developed the leadership and communication skills necessary to prepare female students to succeed in traditionally male-dominated fields.
At the end of her second year of college, Hayley transferred to Columbia University to enter a dual-degree engineering program to pursue chemical engineering, where she conducted research in a world-renowned bioengineering lab. Currently, her work involves the genetic engineering of bacterium and the design of reactor configurations for biofuel production from mining waste streams. She also brought her passion for the professional development of women in STEM to Columbia; during her tenure as an executive board member for the Society of Women Engineers (SWE) Columbia Chapter, she established a science activity program for local Girl Scout troops.
Hayley first began tutoring when she helped fellow undergraduate students with their statistics, calculus, and physics courses in a one-on-one setting. In addition, her ample experience as a summer camp counselor for adolescents, taught her the importance of meeting the emotional – as well as the mental and intellectual – needs of her students. She strives to truly get to know her students to create a customized plan of action that takes into account their learning styles and personal academic goals. She helps students create their own framework or “methodological formula” to solve difficult math and science problems, enabling them to successfully solve unfamiliar problems.
During her free time, Hayley can be found playing music, racing down a ski hill, or exploring the streets of New York.
Dartmouth College, 2014, majors in Linguistics and English; Graduated with honors; Gender Research Institute at Dartmouth Fellow, 2013; recipient of Stanley Prize, 2013; Recipient of Kaminsky Family Fund Award, 2013; near-perfect score of 2340 on SAT; perfect scores of 800 on English, Math, and Chemistry SAT Subject Tests; near-perfect scores of 780 on US History and Biology SAT Subject Tests; score of 5 on AP exams in Biology, Chemistry, Calculus BC, US History, and European History; Gold Medalist on National Latin Exam.
At Dartmouth, Anna’s class choices were widely varied, ranging from Social Neuroscience to The Black Radical Tradition to Design Thinking. Anna's favorite courses usually had more to do with the pedagogy of her professors than with the content of the courses, grounding her belief that the right teacher can enliven any subject material. She particularly enjoyed, for example, a course on Puritan Poetry with the professor who later became her Honors Thesis Advisor. In this class Dartmouth students worked on equal footing with students from an alternative high school in West Lebanon, each group learning from the life experiences and understandings of the other. In her senior seminar, Dialectology, the advanced linguistics students conducted field research in Boston and co-wrote an academic paper which we submitted to conferences. Her activities outside of the classroom included founding The Dartmouth Radical newspaper—for which she edited articles and wrote press releases, serving as president of Soul Scribes slam poetry group, sitting on the Women's and Gender Studies Student Steering Committee, and teaching newly initiated fraternity brothers the basics of consent as a Mentor Against Violence.
Anna's teaching career began at her high school in the heart of Silicon Valley, Castilleja, as she participated in a peer tutoring program for middle and high school students, a volunteer tutoring program at a nearby school, and mathematics and English instruction for elementary school students in her neighborhood. In college, she ran writing workshops and taught performance poetry.
Since graduating from Dartmouth, Anna worked as a teacher in somewhat unorthodox settings. At Everytown for Gun Safety in Las Vegas and NYG Strategic Marketing Consultants, her jobs were to train new hires and direct team-building. She focused on teaching, training, and establishing rapport with her team and clients.
Since Anna has taught a diverse group of people in a variety of settings, she learned how to teach to different learning styles and backgrounds. Finding mutual interests and building rapport allows her to build excitement in the material she is teaching. Her fervent belief in excellence is reflected in students being motivated to their top performance, even those students who are already performing at a high level. Anna's appreciation for both breadth and depth allows her to forge unlikely connections between subjects, learn and teach in a deep and highly contextual manner, as well as to find points of interest for almost any student in almost any subject.
When she isn't waxing poetic about the way multiple-choice questions reveal their own answers, you might find Anna editing her friends' first novels, or gazing fondly at falling leaves.
Princeton University, 2014, major in Computer Science, Magna Cum Laude, GPA: 3.83, Shapiro Prize for Academic Excellence for 2011-2012, Tau Beta Pi, Engineering Honor Society; National Merit Scholar; 2300 composite score on the SAT; score of 800 on SAT Subject Tests in Mathematics Level 2, Physics, and U.S. History; National AP Scholar; score of 5 on AP exams in Microeconomics, U.S. Government and Politics, Calculus BC, Physics C, Psychology, U.S. History, English Language and Composition, and Human Geography.
Phil has loved both learning and performance for as long as he can remember. Throughout high school and college, he had a habit of stacking the most rigorous academic courses he could take with a heavy commitment to extracurricular theater, which taught him time management and self care.
At Princeton, Phil fell in love with computer science. He found the modular approach of breaking big programs down into smaller, self-contained pieces satisfying and was impressed by the endless opportunities to make new and interesting applications. He also took a wide variety of courses outside of computer science, including in the philosophy, psychology, English, and theater departments and found that the analytical skills he was developing while writing and debugging code carried over quite well to other subjects.
Phil applies this to tutoring, helping students break complex problems down into manageable chunks and find the underlying logic of how they fit together, so that they can apply what they've learned in new situations. He recognizes that these tests can be very stressful and believes that developing effective coping techniques is an essential part of preparation. The ideal outcome for Phil is that his students not only learn the material they are currently studying but gain the skills to effectively take on whatever challenges they encounter in the future.
When he is not tutoring, Phil can often be found auditioning for and acting in plays, reading in a cozy corner of Drama Book Shop, or picking up a new skill.
Wesleyan University, 2017, double major in Physics and Film, 3.7 GPA; Danish Institute for Study Abroad Humanities Award (awarded to best student in program from over 100 students); 1510 SAT Math/Verbal (99th percentile) and 34 ACT (99th percentile); 770 SAT II Literature; National Merit Finalist.
Ian attended an international high school where he completed the rigorous International Baccalaureate program. After high school, Ian continued his international education by deferring enrollment at Wesleyan to travel abroad in Europe and South America to study service learning and cultural exchange. During this time, Ian taught Peruvian students English and interned for a non-profit focused on developing youth leadership, both of which helped to spark Ian’s interest in tutoring and youth mentorship.
At college, Ian was an extremely active member of Wesleyan’s prestigious film major (alumni include Joss Whedon director of The Avengers and Matthew Weiner creator of Mad Men), working on numerous film projects, serving on the highly selective Film Board that curates Wesleyan’s film series, founding and serving as editor-in-chief of a film publication advised by chief film critic of the New York Times, AO Scott, and writing a feature-length screenplay as his senior thesis. As a physics major, Ian was a member of the Society for Physics Students and worked in a molecular spectroscopy lab studying quantum interactions of Rydberg molecules using an ion gun, vacuum pumps, and a high-powered yttrium aluminum garnet laser. On the side, Ian pursued his other passion, writing. During his time as an undergraduate, Ian took five writing classes, participated in the Paper Airplanes program for tutoring Syrian students living abroad, and worked as a writing mentor for other Wesleyan students, receiving training for the job in the semester long Ford Teaching Seminar. A firm believer that good work can’t be done without a little play, Ian also found the time to captain a rec soccer team, pursue his passion for music as a member of the Jewish a cappella group, the Mazeltones, and to just relax and spend time with friends. While at school, Ian also got the chance to continue to pursue his passion for international education by studying abroad in Denmark where he got the chance to explore his Scandinavian roots and to study Søren Kierkegård’s work at the philosopher’s alma mater, the University of Copenhagen.
After graduating Ian served as an on-set producer for a Yale student feature film as well as producing and directing several smaller projects. Ian is currently interning for an art-house distributor called Zeitgeist Films, a division of Kino Lorber.
As in much of his life, Ian believes the key to tutoring is balance. Ian prides himself in applying both a systematic approach to identifying students’ weaknesses and addressing them as well as a more empathetic, adaptive approach that acknowledges that each student is unique in their learning style and that motivation and confidence are essential parts of the learning process. Ian feels that excessive stress is the enemy of motivation and seeks to reduce it by breaking down learning topics into manageable chunks and reminding students that learning takes place over time. Past students have mentioned Ian’s patience, geniality, and encouragement as key strengths of his tutoring style.
When not tutoring you can catch Ian writing, producing, and directing films; playing or watching soccer (particularly the German national team); perusing music blogs; reading a book; watching a play; practicing guitar; visiting a museum; or hiking in the wilderness.
University of California Berkeley, 2017, Physics major with Dance minor; Honors and Dean’s Honors; 3.8 GPA; Berkeley Undergraduate Physics Research Scholarship recipient; AP Score of 5 in Physics B, Calculus BC, Chemistry, Molecular Biology, Music Theory, French Language, US History, and English Language; AP Scholar with Distinction; SAT II scores of 800 in Math 2, Chemistry, Biology, French, Physics
Growing up in Berkeley, California, Rocky was always interested in the hard sciences and the performing arts. In high school, he performed in the school orchestra, danced and choreographed for the school’s dance productions, and acted in plays, while taking the most rigorous math and science courses available and teaching himself how to code. When he got to UC Berkeley, he decided to specialize in math, physics and dance, enjoying the abstract and all-encompassing nature of these disciplines.
Rocky began tutoring in high school through his honors math program, tutoring struggling middle and high school students in math. In college, he continued to tutor privately as well as working as a TA for his school’s beginning modern dance course. He has tutored courses from pre-algebra to SAT/ACT prep and college-level quantum mechanics, and truly enjoys helping make coursework and standardized tests easier for his students. Rocky is convinced that any student can succeed on any test or in any course given the right approach and study strategy, and that contrary to popular belief, there is no such thing as being “not a math person.”
Rocky is currently matriculated in a certificate program at the Peridance Capezio Center studying contemporary dance. When not tutoring or dancing, Rocky can be found doing yoga on his roof, or cooking while listening to a good podcast. His current favorites include This American Life, Radiolab, 99% Invisible, and Freakonomics, though he’s always open to new suggestions!
Washington University in St. Louis, 2014, majors in Spanish and International Studies, graduated with College Honors; Annika Rodriguez Merit Scholar; National Merit Finalist, 2010; near-perfect SAT score of 2390; perfect score of 800 on the Math II and English Literature, 780 on Biology-E SAT Subject Tests, score of 5 on the Calculus BC, U.S. History, and English Literature AP exams.
Megan is a graduate of Castilleja, an elite all-girls school in Silicon Valley, where she sought out elective challenges like the American Mathematics Competition. She mentored in a Stanford after-school program for girls and was a Teaching Assistant for the ALearn summer math enrichment program, specializing in tutoring bilingual students.
At Washington University, Megan integrated her Spanish studies with coursework in public health, economics, environmental studies, and anthropology. Her love of adventure led her to Santiago, Chile, during her junior year of college, where she lived with a homestay family for six months while studying at the Universidad Católica. Upon returning to WashU, she worked as a Spanish Teaching Assistant, helping new speakers build their fluency and confidence through highly interactive lessons.
Megan gained hands-on experience in St. Louis local policy issues; through a service-learning course, she tutored women in the County Jail and worked with the Environmental Law Clinic to map the impact of new development on wetlands. On campus, she typically could be found in the Edison Theatre, either backstage managing a show or onstage performing ballet, salsa, and contemporary dance.
After graduation, Megan was a Fellow in the Coro Program in Public Affairs, a graduate-level experiential learning program in civic leadership. The intensely collaborative projects cultivated her understanding of people's varied modes of information processing and her ability to engage individuals in a manner suited to their learning preferences. Her tutoring is strongly guided by the Socratic, inquiry-based approach to learning developed in Coro, and she believes that asking students the right question is far more powerful than giving them the right answer.
After graduation, Megan developed some of her key teaching tools while working at LaunchCode a St. Louis-based nonprofit that trains adult jobseekers for computer programming careers. This experience demonstrated the effectiveness of practices like linking concepts to their real-life applications, having learners reteach new concepts to others, and "debugging" flawed responses to reveal mistakes. She also wrote grant proposals that netted over half a million dollars for LaunchCode, including the Grand Prize-winning submission to the MIT Inclusive Innovation Challenge.
Vassar College, 2015, double major in Psychology and Religion; 3.72 GPA; Elks Scholar; 2320 on SAT (with 800 on SAT Math); 780 on Chemistry SAT II; 790 on World History SAT II; score of 5 on AP exams in Calculus BC, Physics B, Chemistry, World History, U.S. History, and English Literature.
During Daniel’s time at college, he was guided by his lifelong interest in psychology and world cultures. He studied religion to further his understanding of the link between psychology and religion, eventually writing a religion senior seminar thesis on the psychology of conversion. He also implemented a self-designed psychology research study examining the efficacy of various personality typing systems. During his senior year, a student theatre group produced a play he wrote.
During summers, he worked as a counselor at summer camps, which allowed him to develop attributes such as patience and sensitivity and to extend his interest in psychology into the fields of youth mentorship and education. Growing up bilingual in a Russian-speaking home, Daniel was eager to explore other cultures after college and spent several eye-opening months traveling in India and Southeast Asia.
Informed by his background in psychology, Daniel works with students with various learning styles, and he tailors his lessons to help students achieve their personal goals. Over the course of several years, he has tutored students in math and English coursework, while specializing in standardized tests including the ACT, SAT, SSAT, SHSAT, and ISEE. He has helped many students achieve impressive score increases, some as much as 10 points on the ACT. Having worked for several tutoring companies before joining Competitive Edge Tutoring, Daniel synthesizes important strategies for standardized tests. Daniel approaches the tutoring process holistically, addressing student weaknesses in content while teaching important strategies specifically for standardized tests. He also focuses on the more psychological side of tutoring and test-taking, helping to bolster students in the important areas of motivation, confidence, and stress management. Daniel ensures students feel that he is a source of encouragement and support throughout the often difficult tutoring process, and he likes to use humor to make learning engaging. His passion for tutoring is driven by the fulfillment he gets from helping students develop their knowledge and skills, and by watching them gain the confidence to succeed in academic settings and on standardized tests.
Wesleyan University, 2017, major in Dance, 3.7 GPA; National Merit Scholar; score of 5 on all AP exams: Physics C: Kinematics, Physics C: Electrics & Magnetics, Calculus AB, Chemistry, and French Language & Culture; score of 770 on SAT II in Mathematics level II; score of 800 on SAT II in Chemistry; Gold Medal and Summa Cum Laude for the National Latin Exam.
Nick has been a scholar and an artist since his earliest memories. Growing up in Westport, Connecticut, he attended Staples High School. As a student there, he could never decide if he wanted to study science or language or art, and instead decided to study all of them. While engaged in rigorous schooling, he simultaneously honed his craft as a dancer, receiving scholarships to study with American Ballet Theater, Complexions, and Pilobolus, while directing and performing in the award-winning dance team at the D’Valda and Sirico Dance Centre. His first experiences with teaching arose as became his French class’s resident homework helper and subjunctive-demystifier, followed by more formal positions as a test writer and test editor for physics and chemistry SAT II preparatory materials.
At Wesleyan, Nick pursued his wide array of interests, taking full advantage of the liberal arts education. While pursuing his lifelong passion in dance, he studied mathematics, history, music, literature, and more, graduating with far too many credits and a happy heart. Fascinated by the stars and his astrophysics coursework, Nick became a research telescope assistant at the Van Vleck Observatory, collecting data for exoplanet detection. All the while, he performed in, choreographed for, and ultimately became the director of Wesleyan’s oldest student-run dance group, Precision Dance Ensemble. While an instructor in the Ensemble and a TA in Ballet, he learned to approach the familiar practice of teaching from a new perspective.
While he tutored privately through college, upon graduation Nick began a formalized teaching practice, tutoring test prep and subject courses in students’ homes, and serving as a teacher’s assistant in New York’s Peridance Capezio Center. His approach as a tutor incorporates deep understanding of students’ learning styles, interests, and strengths. Through his experience in teaching both academics and the arts, he has seen the successes of tailoring the individual learning experience towards kinesthetic, visual, verbal, and auditory styles of learning. He is a firm believer in the power of song, and as any of his Latin students will gladly tell you, he has a repertory of groan-worthy jokes that never fail to make even the blandest of information stick.
When he’s not in the studio or in the study, Nick can be found playing music, reading French literature, watching cartoons, and being a surprisingly mediocre chess player.
Columbia University, M. S. in Chemical Engineering; recipient of Societe de Chemie Industrielle Fellowship, 2018; Columbia University Department of Chemical Engineering, winner of Solar Fuels Design Challenge, 2017; Occidental College, 2017, B.S. in Chemistry with Honors, 3.6 GPA, Dean’s List 2016-2017; Captain of Varsity Soccer, 2016; recipient of Norris Scholar Fellowship 2016-2017; Score of 5 on AP Exams in Chemistry, Physics, Calculus, and US History. SAT II scores of 800 in Chemistry, Physics, and Biology.
Ed started at Occidental College in 2013, where he took courses covering a broad range of subjects, from the miniscule world of microbiology to the larger-than-life characters of Jazz History. However, his passion was piqued by courses in Organic Chemistry, following which he joined a prodigious research lab and began an independent synthesis project for a family of molecules with promising anti-cancer activities. After being offered a teaching assistantship for Organic Chemistry, Ed passed on his enthusiasm to dozens of students in both weekly tutoring sessions and laboratory experiments.
Following graduating Occidental with an honors degree in Chemistry and a minor in Mathematics, Ed began a master’s degree in Chemical Engineering at Columbia, eager for new frontiers to apply his science background. He joined the Columbia Electrochemical Energy Center his first semester, where he developed novel materials for using solar energy to split water into combustible hydrogen and oxygen. At Columbia, Ed partnered with the Bronx Center for Science and Mathematics to tutor high school students in Chemistry, Math, and Physics in preparation for SAT II exams.
Having tutored students from a diversity of backgrounds and learning styles, Ed helps his students develop personal strategies for finding success in math and the sciences. Given the right tools, and real-world applications to stimulate curiosity, Ed has found that all students can excel in these fields.
When not tutoring, Ed can be found playing soccer at Pier 40, brewing stouts in his kitchen, or looking for Kingfishers in Central Park.
Columbia Law School, currently matriculated, expected graduation 2021; NYU Stern School of Business, 2016, major in Finance and minor in English & American Literature, graduated cum laude; score of 177/180 on LSAT; score of 2350 on SAT (perfect score on Reading and Math) and 36 on ACT; score of 800 on SAT U.S. History, 800 on SAT Biology, and 780 on SAT Literature; score of 5 on AP US History, Biology, and Literature; National Merit Scholar; Scholastic National Silver Medal and Regional Gold & Silver Key recipient.
Wicy grew up in New York and continued to work in the city after graduation. A strong believer in challenging herself, Wicy enjoyed the intellectual rigor of working in finance for two years. She now hopes to utilize her writing skills in law school and make a pivot to financial regulation instead.
As a graduate of Hunter College High School, Wicy understands the challenges of performing in a rigorous academic environment. She believes in providing students with a deeper understanding of their unique long-term goals and ambitions, which gives students greater perspective on their academic strategies. For test preparation, Wicy works to help students understand and target their specific learning styles and needs. She also believes in helping students master not only content and structure, but also the critical and analytical tools necessary for students to improve by themselves and thus truly approach their tests with confidence.
When not tutoring or reading law textbooks, Wicy can be found reading fantasy and historical novels, supporting local indie movie theaters, and splashing around the shallow end of the pool.
New York University, M.F.A. candidate in Dramatic Writing, Tisch School of the Arts; Stanford University, 2017, B.S. in Symbolic Systems with a concentration in Cognitive Science, minor in Creative Writing, Honors in the Arts, 3.84 GPA; 2240 SAT (750 Math, 720 Verbal, 770 Writing); 740 SAT Math Level 2, 730 SAT Subject Test in Literature.
From middle school on Matt balanced a healthy obsession in the humanities and performing arts with a fascination for math and quantitative problem solving. He worked on a play literally every semester of middle and high school, while at the same time taking the most rigorous academic courses available to him. He won senior awards in Film and Playwriting at his high school, Crossroads School for the Arts and Sciences in Santa Monica California.
At Stanford, Matt majored in Symbolic Systems, an interdisciplinary program combining Psychology and Philosophy with Computer Science and Linguistics, with a bit of Biology and Design thrown in for good measure. He concentrated in Cognitive Science, which further brought in Neuroscience, Communications, and more. When he wasn’t in the classroom, Matt acted and directed in a Shakespeare company, wrote for the annual campus comedy musical, received a research grant to create a screenplay in London, and served as a freshman Resident Assistant. For two years, he acted as the Film & Television Editor for the Stanford Arts Review, an online arts publication, during which time he worked with writers on dozens of critical articles, providing feedback and developing the pieces into publishable shape. In addition, Matt was a campus tour guide, an experience that gave him skills in communication and public speaking; in his senior year, he was promoted to Manager, and part of his job was working with recent hires to put together their tours in a way that tells their personal stories most effectively. These days, Matt continues to engage with film, theater, writing, and academia as he pursues an M.A. in Dramatic Writing (a joint playwriting, screenwriting, and television writing program) at NYU Tisch. A lot of the time, he tells stories about brains — human or computer.
Matt started tutoring during his junior year in high school. He volunteered at 826LA, a non profit supporting writing skills in elementary, middle, and high schools in the Los Angeles area. Later on, through his experience working with writers and tour guides and studying decision-making, he knows every individual’s approach to difficult problems is going to be different, and perhaps different depending on the problem. The goal is to have as large a toolbox of strategies to draw on as possible – Matt believes if a student can develop both a quantitative and creative mindset, they are formulating such a toolbox. Working in students with this approach is nothing short of a thrill.
Manhattan School of Music, M. M. in classical horn performance, Expected 2020; Oberlin College and Conservatory, 2016, dual degree B. A. in mathematics, B. M. in horn performance and music composition, 3.9 GPA; Member of Phi Beta Kappa; Score of 5 on AP Calculus BC Exam; AP Scholar; National Honor Society; Score of 6 on IB Spanish SL and History of the Americas; 780 SAT II Math.
Torrin graduated number 4 in his class from Oconomowoc High School and went on to complete a double degree at Oberlin College and Conservatory, the oldest conservatory in the country, where he triple majored in mathematics, horn performance, and music composition. During his time at Oberlin, Torrin tutored over twenty of his peers in math and German and spent a month interning as a teaching assistant for German and Spanish classes at his former high school. Torrin was also a teaching assistant for four semesters of German 101 and 102. Torrin worked one-on-one and with groups of young musicians in an educational environment as assistant conductor of the Northern Ohio Youth Orchestra’s wind ensemble. He also has taught private trumpet and horn lessons. Through Oberlin’s Winter Term program, Torrin travelled to Panama three times to teach brass techniques and direct the wind ensemble in a Spanish-immersive environment at a Youth Music Camp sponsored by Panama’s National Concert Association.
Torrin is currently a Master’s student at the Manhattan School of Music, studying classical horn with New York Philharmonic hornist Richard Deane.
Torrin tutors math as well as the SAT and ACT. Drawing from the techniques of his favorite and most successful college professors, Torrin combines Competitive Edge’s approach with students’ personal needs and strengths, helping them to come to a deep understanding of their material as well as the reasons behind their answers. Through his work in mathematics and tutoring at Oberlin, Torrin has learned that there are many ways to reach a right answer, and it is important to find one that works for each student and is fun!
In his spare time, Torrin enjoys competing professionally in lumberjack sports; he is a world champion logroller.