Boston (BOS 0225)

The student is a 21-year-old who has been admitted to Harvard University’s Division of Continuing Education. This is an online course designed to be student-paced and is offered asynchronously. The first semester started in January 27, 2025, with a unit entitled ‘Introduction to Computer Science with Python’ and a Tutor has been appointed to support to this first semester. This role is the continuation of that from June 1st 2025 and will continue to the completion of the course at the end of January 2028.

Raised in California, the young man attended a private high school before working towards a career in professional basketball. His time as a basketball player has shaped his disciplined, health-conscious approach to life, and he remains committed to his athletic training even as he transitions to academic pursuits.

The student's academic journey comes at a critical time, as he prepares to balance the demanding expectations of Harvard coursework with his ongoing commitment to basketball. Although he is technologically adept and comfortable navigating online platforms, his academic foundation requires strengthening to meet Harvard’s high standards. To remain in the program, he must maintain a minimum grade of B in all his courses, though his family is encouraging him to aim for higher results to build a strong academic record. The family sees this as an opportunity for him to lay a solid foundation for his future while broadening his skill set and developing new interests.

In addition to his athletic and academic pursuits, the student has a range of personal interests that contribute to his dynamic personality. He is particularly drawn to driving and vehicles, finding enjoyment in exploring different cars and developing his mechanical knowledge. He also has an interest in cooking, often experimenting with recipes that align with his focus on fitness and nutrition.

The student is naturally reserved and prefers structured, purposeful interactions. He responds well to people who hold him accountable and expect excellence, appreciating firm but supportive guidance. While he may not always express himself openly, he values relationships with those who understand his personality and push him to achieve his best. His family views this period as a pivotal transition, allowing him to develop a balance between his academic, athletic, and personal goals while also acclimating to his new life in Boston.

The Tutor will play a pivotal role in supporting the student as he undertakes his online computer science program at Harvard University. The Tutor’s primary responsibility is to ensure that he achieves academic success, helping him meet or exceed the minimum grade requirement of a B. The Tutor must work closely with the student to review course materials, explain challenging concepts, and ensure assignments are completed to a high standard. A critical aspect of this role is striking a balance between providing support and fostering his academic independence. The Tutor will not do the work for the student but will ensure that he does not submit anything below the required standard. If he produces work that is not yet up to par, it will be the Tutor’s responsibility to review the work with him, guide him through necessary revisions, and help him refine it until it meets the appropriate level of quality. This approach ensures that the student feels confident in his achievements, knowing that his success has been earned through his own efforts without shortcuts.

The ideal candidate will have fairly recently completed a degree in computer science and be proficient in a variety of programming languages, enabling them to provide high-level support throughout the student's program. The Tutor must be proactive and adaptable, ready to engage with new material as required and tailor their teaching methods to the student's specific learning needs. As part of this role, the Tutor may need to independently review course content to ensure they are equipped to guide the student effectively.

The Tutor’s responsibilities extend beyond academics to include mentorship and general support for the young man as he transitions to life in Boston. While he is a mature and independent 21-year-old, he should feel he can rely on the Tutor as a dependable point of contact for day-to-day guidance and assistance. The family envisions the Tutor as a figure akin to an older sibling – approachable, reliable, and ready to help with practical matters, such as troubleshooting minor issues or providing reassurance in moments of uncertainty. The student's mother resides in Las Vegas and will not be his first point of contact for immediate concerns, making the Tutor’s presence in his day-to-day life especially important. For example, the student is 7' tall and finds it hard to source clothes that fit him. In addition to the general instructional role, helping the student source suitable attire would be considered part of the general mentoring component of this role.

The student is balancing a rigorous academic schedule with his professional basketball training, requiring exceptional time management and organizational skills. The Tutor will play a crucial role in helping him navigate these dual commitments, ensuring his academic responsibilities do not compromise his athletic performance or vice versa. Maintaining a balanced lifestyle is paramount, as he is deeply health-conscious, adhering to a disciplined regimen that includes intensive training, proper nutrition, and overall fitness. The Tutor’s own lifestyle should align with these values. The family has expressed a strong preference for someone who is physically fit, health-conscious, and able to model a healthy, balanced lifestyle. A non-smoker is essential, and the Tutor should drink only minimally, avoid drugs, and have no interest in a partying lifestyle.

The Tutor must also help the student adjust to his new environment in Boston, guiding him in exploring the area and navigating life in a new city. Familiarity with US culture and academic systems will be advantageous, and the family prefers an American Tutor who can relate to the student's experiences and help him integrate seamlessly into his academic and personal life.

While the family would ideally like the same Tutor to remain with the student throughout his program, they are open to transitioning Tutors if necessary. The immediate focus is on successfully completing the first course, which runs until May 10, 2025. The Tutor must be capable of quickly building rapport with the student, ensuring a seamless transition in the event of personnel changes.

The Tutor will engage in a standard 40-hour workweek, though the exact distribution of these hours will need to accommodate the student’s training and personal schedule. The Tutor will be entitled to two consecutive days off per week, but it is essential that they understand the need to be flexible regarding the family’s travel plans and other commitments.

Our client will arranged accommodation for the student and the Tutor. The student's mother is actively looking for a property to buy in the Boston area, and once a permanent residence is secured, the Tutor will relocate with the student to the new home. While a personal vehicle is not required, the family will cover transportation costs for local travel, such as short-term rentals or public transit. The Tutor must be able to drive and may have occasional access to the student's vehicle, if he or she doesn't have their own.

The successful candidates will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. He or she will not only be an excellent practitioner, but also a good role model: educated and polished, with excellent manners and personal values.

The Tutor must be a fit, healthy and a non-smoker – active and energetic.