I hold a Bachelor's in Electronics Engineering from Punjab Engineering College and a Master of Financial Engineering from UCLA Anderson. My engineering background covered calculus, linear algebra, differential equations, mechanics, and electromagnetism, along with programming & data structures. The MFE built on that with graduate-level probability, statistics, stochastic processes, and quantitative modeling. I work in data analytics now, so the math & the code I teach are things I actually...
I hold a Bachelor's in Electronics Engineering from Punjab Engineering College and a Master of Financial Engineering from UCLA Anderson. My engineering background covered calculus, linear algebra, differential equations, mechanics, and electromagnetism, along with programming & data structures. The MFE built on that with graduate-level probability, statistics, stochastic processes, and quantitative modeling. I work in data analytics now, so the math & the code I teach are things I actually use rather than material I once studied.
I spent a year tutoring MBA students at UCLA Anderson, working one on one with graduate students on probability stats & fin modeling. Many of them were returning to quantitative work after years away from it, which taught me to diagnose quickly and skip whatever a student already has. I have also worked as a Python tutor with students ranging from complete beginners writing their first loop to people building real analytical work. On the math side I tutor algebra through calculus, linear algebra, probability, and statistics, including AP-level preparation. In physics I cover introductory mechanics, kinematics, and electricity and magnetism at the elementary, secondary & high school . In computer sc I teach Python, SQL, and Excel, along with programming fundamentals & data structures.
My approach starts with finding where the understanding actually broke, because it is rarely where the student thinks it is. Someone stuck on hypothesis testing is often really stuck on what a sampling distribution is. Someone who cannot solve a physics problem usually understands the formula fine and has not built a picture of what is physically happening. So I ask questions before I explain anything, and I work through problems alongside the student rather than lecturing at them. I lean on concrete examples over formulas. I move at whatever pace the student needs, & I would rather spend a full session on one concept that finally clicks than cover five that do not.
