I am currently a resident physician at Northwestern Hospital.

I am most passionate about music, French, and English. I love the potential for communication and creativity that languages and the arts provide.

I am here to help with pre-med coursework, MCAT prep, and many other classes. I am frequently available for online tutoring.

A biomedical engineering student who scored a 35 ACT, Spencer tackles the Math section's later questions — coordinate geometry, matrices, and logarithm properties — with the fluency that comes from using those tools daily in his coursework. He pinpoints the specific content gaps costing students points rather than reworking material they already know.

Scoring a 35 ACT composite means William didn't leave math behind — he tackles the ACT Math section by identifying which of the 60 questions deserve careful algebra and which can be solved faster through estimation or back-solving. He zeroes in on the concepts that appear most often in the upper question range, like coordinate geometry transformations, logarithmic properties, and matrix operations. Rated 5.0 by students.

Most ACT Math questions below #40 are testing algebra and proportional reasoning skills students already have — the trick is recognizing them under time pressure and in unfamiliar packaging. Cindy, who scored a 35 ACT composite, teaches students to read each problem for its underlying structure so they stop overthinking straightforward questions and save mental energy for the trig and matrix items near the end. Rated 5.0 by students.

I'm currently a Masters student in Mechanical Engineering at the University of Pennsylvania. I also have a Bachelor's degree in Physics from Haverford College.

I am currently a rising Junior at the University of Pennsylvania, majoring in Philosophy, Politics, and Economics and minoring in Science, Technology, and Society. From early on, the intellectual development of others has been very important to me. In high school, I developed my school's first summer tutoring program to ensure that students retained information and were prepared for the upcoming year. I am most passionate about tutoring Political Science, History, and Math, with significant experience in helping students in each of these subject areas. In my spare time, I enjoy reading and playing the bass.

Steven's favorite part of tutoring is the ACT Math section — and a 34 composite score means he's walking students through the same algebra, trig, and geometry problems he recently crushed himself. His biology degree from Drexel kept him neck-deep in quantitative coursework, so he treats each of the 60 questions as a pattern-recognition exercise: identify the concept, pick the fastest solve path, move on. Rated 5.0 by students.

Scoring well on ACT Math means moving efficiently through 60 questions that range from pre-algebra to trigonometry, and knowing when to set up an equation versus when to back-solve. Jean is a certified math teacher who scored a 34 ACT composite, and she pinpoints exactly where a student's time is being wasted. Her approach zeroes in on the mid-range and upper-range questions — coordinate geometry, matrices, logarithms — where the biggest score jumps happen.

Speed matters as much as accuracy on ACT Math, where 60 questions in 60 minutes leaves no room for second-guessing. Zachary teaches students to recognize which problems — coordinate geometry, matrix operations, logarithmic expressions — can be solved in under 30 seconds with the right shortcut, freeing up time for the harder items at the end. His 33 ACT composite backs up an approach built on strategic pacing.

Scoring a 35 ACT composite, Sidharth knows the math section inside out — particularly the coordinate geometry and trigonometry questions that cluster in the final 20 problems where most points are lost. He teaches students to recognize problem types on sight so they spend their limited time on execution, not figuring out what's being asked.

Sarah majored in mathematics at Penn, which means the algebra, geometry, and trigonometry on the ACT Math section are deeply familiar territory for her. She teaches students to identify which problems can be solved in under 30 seconds with the right shortcut and which ones require careful setup — a time-management skill that makes a real difference on a 60-question, 60-minute test. Her own 35 ACT composite backs up that approach.

Ade's 34 ACT composite reflects serious math-section skill, and he applies that to the concepts students most often lose time on: coordinate geometry shortcuts, logarithm properties, and matrix questions that appear in the final ten problems. He walks through pacing strategies that ensure students bank enough time for the harder back-end questions without rushing the earlier ones.

Most ACT Math questions below #40 test pre-algebra and algebra concepts students already know — the challenge is executing them cleanly under a one-minute-per-question pace. Noelle, who scored a 35 ACT composite while carrying an advanced course load in math, physics, and engineering, teaches students to read each problem for exactly what's being tested and skip the mental clutter that leads to careless mistakes. Her science background means she's especially comfortable with the ratio, proportion, and graph-reading items that many test-prep tutors gloss over.

The ACT Math section covers everything from pre-algebra to trigonometry in 60 minutes, which means pacing matters as much as knowledge. Noelle, who scored a 32 composite, teaches students to quickly identify problem type and difficulty so they spend their time where it actually moves their score. Her approach emphasizes recognizing patterns in how the ACT frames coordinate geometry and function questions.

I am inspired by how chemistry can be used to enable green and renewable energy sources. Chemistry allows us to connect the abstract and strange world of atoms and molecules to everyday applications.

I am a recent graduate of Wagner College who received a Bachelor of Science in Nursing with a minor in French. I am currently a RN at the Children's Hospital of Philadelphia in the Pediatric ICU and come with fresh experience in NCLEX/TEAS test prep and clinical fieldwork. I have tutored students in the past with Kumon, in private, and while in university, so I'm very familiar working with students of all ages (children and adults alike), and very excited to begin work with Varsity Tutors! I always make sure to have fun and involve students in lessons so that the subjects are more relatable to students and they can find personal ways to engage with the topics taught. Although I tutor a broad range of subjects, I am most passionate about French language and culture, particularly francophone tradition, food, and celebration. My trips to France really kept my French knowledge and interests alive.

Engineering coursework at Cornell meant Mary solved math problems daily for four years — from algebraic modeling to coordinate geometry — which maps directly onto what ACT Math covers in its 60-question sprint. She teaches students to sort problems by difficulty and recognize when a shortcut exists, so they stop burning time on questions they could answer in seconds. Her 32 ACT composite backs up the approach.

Scoring well on ACT Math means handling 60 questions that jump from pre-algebra to trigonometry with no predictable order. Walaa's 33 ACT composite and her science-heavy coursework give her fluency across that entire range, and she teaches students to identify question types within seconds so they spend their time solving, not figuring out what's being asked.

Scoring a 32 ACT composite herself, Kathleen knows the math section inside out — particularly the algebra, coordinate geometry, and trigonometry questions that cluster in the back half and trip up students racing the clock. She teaches targeted strategies for identifying what each problem is actually asking, which cuts down on careless errors and speeds up pacing.

I am currently a graduate student in Chemical Engineering at the University of Delaware. I am working on using magnetic and flow fields to create advanced materials by directing the self-assembly process of nanoparticles . I have tutored students in Chemistry, Physics and Math all throughout undergraduate and graduate work. I truly enjoy breaking material down into its core components that allows the students to understand complicated information.

Kimberly scored a 34 ACT composite and knows exactly where the Math section tries to trip students up — especially on coordinate geometry, probability, and those tricky word problems that bury the actual question. She teaches efficient strategies for identifying what each problem is really asking so students stop losing points to misreads rather than math gaps.

I am very excited to be working with Varsity Tutors. I love being able to work with students in a one-on-one setting; for students to truly grasp difficult concepts, they must be able to discuss the material freely with their teacher, which is rarely possible in a classroom setting. For writing especially, one-on-one tutoring is essential to developing one's skills. As a Varsity Tutor, I hope to not only strengthen students' writing and academic performance, but also make them feel more confident in their ability to learn.

I am currently attending Temple University for Art Education, Art History, and Community Arts. I have been working in educational roles for the past 2 and a half years.

Scoring a 32 ACT composite, Emma knows how the math section tests familiar algebra, geometry, and trigonometry concepts under tight time pressure. She teaches students to recognize problem types quickly — coordinate geometry setups, probability questions, logarithm properties — and pick the fastest path to an answer rather than grinding through every calculation.

I am a highly experienced educator and tutor. I have worked at the college and high school level as a writing tutor, English tutor, and teacher. I am an Education M.Ed graduated student. I have a B.A. in English. I have worked with students around the world, from Philadelphia to Thailand. I use my subject area expertise and my knowledge of pedagogy to inspire, motivate, and better students. Writing, reading, and English are vital skills, and I am privileged to be a part of learners' lives, helping them achieve greatness.

I am on the pre-med track planning to apply next year. I have a genuine passion for helping others, whether that be in my future career as a doctor or tutoring! During my years at Oberlin, I was a general chemistry laboratory teaching assistant, as well as a tutor for Bioorganic chemistry. I was inspired to help other students from my own experiences with teaching assistants. Oberlin has a unique program for many of the hard science courses called OWLS in which teaching assistants hold small sessions for extra help or test review. Attending OWLS was one of the best decisions I made for my academic career at Oberlin. Even when I understood the material well, OWLS was a great opportunity to review with classmates, teaching assistants and to get extra practice. I have always been someone who loves studying with peers, because I find talking through the material with others is a great way to ensure you really understand everything. From my experiences, my tutoring style is typically one that is student-focused in order to pinpoint specific gaps in content knowledge or reasoning, rather than lecturing on the material. I really enjoy taking a hands-on approach, whether that be walking through diagrams, creating concept maps or writing out lists, mnemonics or practice questions. While I tutor a broad range of subjects, I am most interested in science, writing and middle school math! I also am extremely passionate about study skills, time management and organization! While school is definitely a huge part of my life, I also enjoy working out, painting and spending time outside. I look forward to working with you!

Studying both math and neuroscience at the undergraduate level, Jonathan toggles between quantitative and analytical thinking daily — a combination that maps neatly onto ACT Math's mix of algebra, geometry, and trigonometry problems. His 33 ACT composite means he's navigated the 60-question time crunch himself and knows which shortcuts actually hold up under pressure. He zeroes in on the reasoning behind each problem type so students can adapt when the wording shifts rather than relying on memorized steps.

Michigan's biomolecular science program is deceptively math-intensive — enzyme kinetics, statistical genetics, quantitative lab analysis — so Thomas stayed sharp on the algebra, proportions, and data-interpretation skills that make up the bulk of ACT Math. He scored a 32 composite and, now in medical school, brings a problem-solving habit of converting wordy setups into clean equations before touching the calculator. Rated 5.0 by students.

A physics degree means Sean spent years translating real-world scenarios into equations — exactly the skill that separates students who finish ACT Math's 60 questions from those who stall on the word-heavy setups in the middle of the section. He draws on that training to teach students how to quickly identify what a problem is actually asking and strip away the extra information that causes second-guessing. Holds a 5.0 rating and scored a 32 ACT composite himself.

Elliot's neuroscience PhD required heavy quantitative work — experimental design, statistical modeling, data analysis — which keeps the algebra, probability, and graph-reading skills central to ACT Math sharp and automatic. He scored a 36 ACT composite and uses that familiarity with the test's structure to teach students how to quickly classify each of the 60 questions by type and apply the most efficient solution path. Rated 5.0 by students.

I am in my second year at MIT studying mathematics, and I am currently doing a research project in Spectral Graph Theory. I have been a tutor since my junior year in high school, and I enjoy teaching all levels of math; everything from pre-algebra through calculus and linear algebra! I focus primarily on making sure that the definitions and processes given in class make intuitive sense, so that math can begin to feel like second nature.

Scoring well on ACT Math means handling everything from basic proportions to matrices and logarithms within a single 60-minute sprint, so pacing strategy matters as much as content knowledge. Danielle's 36 ACT composite and her science-heavy coursework at Tufts give her fluency across the full range of topics the test covers. She zeroes in on the specific question types — coordinate geometry, probability, trigonometric identities — where each student is losing the most points.

Scoring high on ACT Math means handling everything from coordinate geometry to logarithms and matrices under serious time pressure — roughly one minute per question. Olivia's engineering math background means she tackles these topics daily, and she teaches students to identify which formula a problem is really testing before they start calculating. Her 34 ACT composite speaks to how well that approach works.

I am a rising sophomore studying civil engineering at Cornell University. I enjoy tutoring math (algebra-calculus 3), high school and college physics, Spanish, and writing. I have experience tutoring throughout high school, where I was the head of a peer-tutoring program. I have continued tutoring in college as well.

Jennifer scored a 33 ACT and tackles the Math section by sorting its 60 questions into the skill clusters that matter most: coordinate geometry shortcuts, trigonometric identities, and the probability questions students tend to skip. Her engineering training means she can explain not just which formula applies but why it works, which makes the logic stick under time pressure.

The ACT Math section covers everything from pre-algebra ratios to trigonometric identities in 60 rapid-fire questions, and pacing is where most students lose points. Mary scored a 35 composite and teaches students to triage problems by difficulty so they lock in easy points first and spend remaining time on coordinate geometry and matrix questions that reward careful setup.

Naomi scored a 35 ACT composite and uses that experience to pinpoint exactly where students lose points on the Math section, whether it's coordinate geometry, trigonometric identities, or the word problems that appear in the final ten questions. She emphasizes recognizing which formula a problem is really testing, since the ACT rewards speed as much as accuracy.

Medical school admissions forced Amanda to master the ACT inside out — her 34 composite came from treating the math section like a diagnostic problem, identifying exactly which concept each question tests before choosing an approach. Her biology degree at Alabama was math-intensive enough (biostatistics, quantitative analysis) that the algebra, probability, and trig on the ACT feel like familiar territory, and she teaches students to work those 60 questions with the same systematic efficiency she applies to clinical reasoning.