PrepNow Tutor - Nathan M.
Nathan has years of experience teaching in college classrooms, particularly topics under the umbrella of philosophy, including critical thinking, logic, interpretation, existentialism, rationalism, empiricism, phenomenology, and humanism. His heavy background in studying and teaching not just content but also how to think makes him an asset to any student facing intimidating, tricky tests. Additionally, his background in digital media production and public speaking helps engage reluctant learners of various backgrounds and abilities. “Student feedback has consistently mentioned my capacity to explain complex arguments and terminology as well as being an approachable teacher,” he shares.
He earned a BA in philosophy and film studies with a minor in Mandarin from Calvin University and an MA in communication arts (film studies) from the University of Wisconsin-Madison, where he graduated summa cum laude; while pursuing his master’s, he worked as an assistant producer on a science education podcast for a non-profit in Grand Rapids, MI. In December 2025, he defended his thesis and earned a PhD in philosophy (summa cum laude) from the University College Dublin.
Since January 2024, he has organized and led a reading group on the philosophy of science, conjoining the University College Dublin Philosophy Department and the University of Chicago Biological Sciences Division. In November 2025, he joined the Lumiere Foundation as a volunteer tutor, a role in which he guides students in performing research in philosophy, film, and linguistics; oftentimes, the work culminates in effective writing samples for college applications.
He began teaching at UW-Madison, where he taught “Introduction to Public Speaking,” which was ironic as he happened to be afraid of public speaking at the time; however, he overcame his trepidation and knew that teaching was his path. “Instructing this course gave me practice in aiding first-year students writing speeches, a format not so different from the ACT/SAT writing requirements,” he notes.
Nathan’s proudest teaching moment came during that first teaching semester, when he worked with a student who struggled to adjust to college-level work and responsibilities. “At first, they blamed me for their troubles and lashed out with a long, late-night email accusing me of grading him too harshly,” he says. But after meeting with the student, they identified clear goals, communication practices, and areas for improvement. The student ended up earning one of the top grades in the course. “The dramatic change in grades and attitude is one of my proudest moments. I often reflect on this experience to remind myself that when students are frustrated or do not succeed at first, the best course of action as a teacher or tutor is patience and belief in their abilities.”
Nathan’s approach emphasizes accessibility, dialogue, and critical interpretation. “In all my teaching, I endeavor to make even the most challenging materials approachable while encouraging students to explore the questions that resonate with them,” he explains. In lieu of lecturing, he promotes a learning environment where students ask questions freely and explore any mistakes; that way, they take a more active, empowered role in the process. “Additionally, I have found that being passionate about the material is contagious; even if students think you are a nerd, it's always easier to enjoy something when working with someone else who enjoys it,” he adds.
As a student, Nathan ran cross country all four years of high school, played basketball for two years, and sang in an extra-curricular choir during his third and fourth years.
“In my free time, you can often find me solving math problems (yes, I really do enjoy it), extending my streak on Duolingo French, looking up word etymologies online, or watching whatever is showing at The Main Cinema,” he says. He’s also a fan of baking, traveling (particularly visiting his wife’s family in Tamil Nadu, India), and going on walks with his dog.
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