Award-Winning ACT Science Tutors
serving Fort Collins, CO

I am a current student at the Colorado School of Mines, studying to double major in Applied Mathematics and Engineering Physics. I have been tutoring students professionally for one year, but also through my schools for 5 years now. I tutor most kinds of Math and Science, and love doing so; being able to help spread understanding of a difficult concept never fails to bring me joy. As a current student, I understand how lecturing is often not the most effective (or interesting) way to learn, so I like to be very interactive and ask a lot of questions in my teaching, almost like a conversation between the student and myself.

I am a student at the Georgia Institute of Technology studying Chemical Engineering. For the past several years, I have worked with students extensively. Through hosting events for younger kids to learn about STEM and for older teens to practice empathetic design, I know the importance of teaching students in ways that engage them rather than frustrate them, which I apply to my teaching. I have tutored high school students in a drop-in resource center in various subjects including math of all levels, chemistry, and English, making me adequately equipped in a variety of topics. I have also tutored several students long-term. Establishing relationships with students and exploring their unique learning styles is my favorite part of tutoring. I prioritize helping students discover HOW to learn in a manner that is the most effective for them, so they can begin to use those skills on their own throughout their education. Learning is a lifelong skill that requires practice for improvement; I strive to help my students gain confidence in their ability to learn.

I am a neuroscience and psychology double major from CU Boulder working to go to PA school down the road. I am originally from the East coast, but definitely prefer the hiking here. I was a learning assistant (basically student focused teacher aid) at CU, and took a course to learn more effective pedagogy. Afterwards, I was asked to be a mentor, and continued trying to help as much as I can.

Most students panic when they see the ACT Science section, but it's really a data interpretation test disguised as science. Christian's mechanical engineering background means reading graphs, tables, and experimental setups is second nature to him, and he teaches students to ignore jargon and zero in on what the data actually shows. His 34 ACT composite and 5.0 rating speak to how well that approach translates to score gains.

Most of ACT Science isn't really about science knowledge — it's about reading graphs, spotting trends, and comparing experimental setups under time pressure. Oliver's 33 ACT composite and his CU Boulder science training make him unusually well-equipped for the section: he teaches the data-interpretation shortcuts while also explaining the underlying biology and chemistry when a question actually demands content knowledge.

The ACT Science section is less about knowing science and more about reading graphs, interpreting experimental designs, and spotting trends in data quickly. Colton's biomedical engineering training at UVA means he spent years doing exactly that — pulling conclusions from complex datasets and evaluating conflicting results. His 32 ACT composite and deep science background make him especially effective at teaching the passage-analysis strategies this section actually tests.

An environmental biology degree turns out to be perfect preparation for the ACT Science section, which is really a test of how quickly you can read graphs, interpret experimental designs, and compare competing hypotheses. Rosemary teaches students to ignore the intimidating scientific jargon and zero in on the data tables and figure labels where the actual answers live. Her 32 ACT composite backs up the approach.

Most students panic when they see the ACT Science section's dense graphs and conflicting-viewpoints passages, but the trick is realizing it's mostly a data interpretation test. Graham's astrophysics and chemistry coursework at CU Boulder means he reads scientific figures daily, and he teaches students to extract trends and compare experimental setups quickly rather than getting lost in jargon. He holds a 5.0 client rating.

Rohith's astronomy major means he's comfortable with the kind of dense figures and experimental comparisons that make the ACT Science section feel overwhelming to most students — reading spectra, tracking variable relationships across charts, and evaluating competing models was just coursework for him. He brings that fluency to test day by teaching students to identify what each figure's axes actually measure before even glancing at the questions, which eliminates most of the guesswork.

I am a undergraduate student who is willing to help other students in subjects that they may be experiencing difficulties in.

I am a licensed high school history teacher, but have worked with 2-year-olds, college undergraduates, and every age in between. I have previously tutored preschoolers through high schoolers in math and reading, and worked at a university in Santiago with Chilean undergraduates studying both English as a second language and the teaching of English. I am most passionate about teaching in the humanities, but find that working with students on any subject is fulfilling, including standardized test prep. Having lived abroad in Spain and Chile, I also know the importance of connecting classroom learning in Spanish to the actual experience of the language and am always excited to help Spanish come alive beyond conjugation worksheets. Regardless of subject, I strive to ensure that my students build the strategies and confidence they need to be capable, self-directed learners. My own interests include reading, camping and hiking, cooking, and rugby.

Treat the ACT Science section like a data interpretation exercise, not a science test — that's the core of Austin's approach. He walks students through how to read conflicting viewpoints passages and extract trends from graphs without getting lost in unfamiliar terminology about pH levels or geological strata. As a computer science major in the KU Honors Program, he's comfortable with data analysis and teaches students to be the same.

Despite its name, ACT Science barely tests science knowledge — it's really about reading graphs, interpreting experimental setups, and drawing conclusions from data tables under time pressure. Kerr unpacks each passage type (data representation, research summaries, conflicting viewpoints) and teaches students exactly where to look for answers. His 36 composite came partly from treating this section as a reading exercise, not a science exam.

I am a current sophomore at Rensselaer Polytechnic Institute, where I am majoring in Biology as part of the 7 Year Accelerated Medical Program. I am also minoring in Healthcare Economics and Policy. My favorite subjects in school are Chemistry, Biology, and Math, but I also enjoy the process of writing and editing thought provoking essays. During high school, I spent time tutoring for the National Honor Society. My approach to tutoring is to teach the concepts in a simplistic manner and reinforcing the concepts while adding difficulty through effective practice problems. In my free time, I have recently found myself reading, working out, drawing, and spending time with my siblings.

The ACT Science section is really a data interpretation exam disguised with lab coats and beakers. Alex approaches it that way — teaching students to read graphs, compare experimental setups, and spot conflicting hypotheses without getting lost in unfamiliar terminology. As a medical student with a chemical engineering background and a 36 ACT composite, he knows exactly when the section requires outside science knowledge and when it doesn't.

I am a patient, intellectual, and calm college student at the University of Michigan passionate about tutoring others to improve their proficiency in a wide variety of subjects. I teach students by creating individualized plans that cater to the strengths and weaknesses of the student. I work hard and as long as it takes to ensure that the student derives maximum benefit. I love teaching a wide variety of subjects, and have a speciality in standardized tests.

Most students panic when they see the ACT Science section, but it's really a test of graph interpretation, data comparison, and experimental design reasoning — not science knowledge. Liz teaches students to isolate variables in tables, read conflicting viewpoints passages like arguments rather than textbook chapters, and answer questions in under a minute each. Her 34 ACT composite and years directing tutors at a Boston middle school mean she knows how to break these skills into repeatable steps.

Despite its name, the ACT Science section is really a data interpretation exam — students who try to rely on biology or chemistry knowledge alone often run out of time. John treats each passage as a puzzle: read the axes, find the trend, answer the question. His 36 ACT composite and experience teaching both physics and chemistry mean he can also fill in the occasional outside-knowledge questions that catch other students off guard.

The ACT Science section isn't really a science test — it's a data interpretation exercise disguised as one. Christopher scored a 35 composite and teaches students to read graphs, compare experimental designs, and identify conflicting viewpoints quickly, drawing on his mechanical engineering background at Harvard to make scientific reasoning feel intuitive.

I am happy to accommodate and work with learners on the spectrum.

The ACT Science section barely tests science knowledge — it's really about reading graphs, interpreting conflicting viewpoints, and extracting trends from dense data tables under time pressure. Logan scored a 36 composite and trains students to ignore the intimidating terminology and zero in on what each figure actually shows. Once students see it as a data-literacy exercise, scores jump quickly.

Treat the ACT Science section like a data-interpretation exercise, not a biology or chemistry quiz — that's the approach Benjamin teaches, and it's how he earned a perfect 36 composite. His computer science training makes him especially sharp at reading graphs, tables, and conflicting experimental designs quickly, and he walks students through the exact process for each passage type.

I'm referring to math, of course, but I didn't always like the subject. Until about age 16, I thought of math as a boring, mind-numbing process of blindly memorizing formulas and then forgetting them after the test, but a series of wonderful teachers showed me the truth. I had thought that everything in math was invented arbitrarily just to torture students, but actually it all made sense in a deep way. When I caught a glimpse of what math really was, I found it irresistible and I ended up majoring in math in college at UChicago. I'm currently a Master's student in Computer Science at NYU.

I am a recent graduate of Cornell University, where I received a B.S. in Chemical Engineering and graduated Magna Cum Laude. Over the past several years, I have worked with students from diverse backgrounds and experiences tutoring thermodynamics (my personal favorite), chemistry, and math. I have also tutored in the past for ACT/SAT and other subjects such as history, but I am deeply passionate about science and engineering. I tend to push my students to understand conceptual topics, as opposed to rote or algorithmic learning. In my free time, I love to bake sourdough, learn about history, garden, and recently started biking again.