I am enrolled in the Mechanical Engineering PhD program at Rice University which will begin Fall 2020, and I am hoping to return to academia as a professor after earning my PhD. In the meantime, I am looking to share my passion for gaining knowledge, specifically in STEM, by educating the up and coming members of such a great field. I have experience tutoring both Calculus and Physics at Notre Dame, as well as experience as a Student Assistant for Differential Equations and Mechanics. I believe the key to learning is much deeper than learning to solve problems and that seeking knowledge is one of the best means for personal improvement.

I am currently in my second year at the University of Kansas. I am majoring in secondary history and government education and minoring in art history. Most of my tutoring experience comes from high school, where I peer tutored a student in her world history class. As an upperclassman, I also gained a lot of mentoring experience on my school's debate team as I helped new debaters learn the ropes of the activity. As my intended college degree reflects, I am most excited about teaching history, government, and art history classes, but I have a strong background in English as well. As a former AP and honors high school student, I would love to share the strategies that I found to be the most successful. I believe education not only improves society, but can help shape students to their fullest potential. I would love to be someone who facilitates that development. Outside of academics, I am a total bookworm, my favorite TV show is The Good Place, and I try to spend as much time outside as I can without getting a sunburn.

I am working towards completing a computer engineering major.

Speed is the real enemy on ACT Reading — four passages in 35 minutes leaves almost no room for re-reading. Atrik, who scored a 35 composite, teaches a triage approach: how to skim for structure, identify what each paragraph's job is, and return to the text strategically when answering detail and inference questions. It's a method that turns a time-pressure section into a manageable one.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long re-reading. Megan — who scored a 34 composite and reads voraciously across genres — teaches a passage-mapping technique that lets students locate evidence for specific questions without scanning the entire text again. It's a time-management skill as much as a reading skill.

Most ACT Reading mistakes happen not because a student misunderstands the passage but because they run out of time or get tricked by answer choices that are almost right. Kellor tackles this by teaching a passage-prioritization strategy — deciding which of the four passages to attack first based on a student's strengths — and training them to eliminate distractors using evidence from the text. His 33 composite reflects how well this systematic approach works under pressure.

I am a Finance Major and Biochemistry Minor at Arizona State University.

I am Chad Bergman, a current Dartmouth student pursuing my Bachelor's in Economics with a physics minor. I have experience tutoring college economics in person on Dartmouth campus as well as online tutoring in high school calculus and physics. I've had great success on the SAT and ACT as well as my AP tests in high school, and I hope to help others succeed as well. My favorite subject to tutor is physics because I feel like learning to apply a few fundamental principles to different real world situations is extremely useful in any discipline. While tutoring I try to help students master the fundamentals so they can apply them to the material we're working on as well as future material. Outside academia, I help look after my four siblings and play more League of Legends online than is perhaps healthy.

I am confident that I can share some of my expertise.

I'm focused on getting more research (and life) experience.

I am not busy. It allows me to explore my creative side and I get lost in the musical world. In addition, I also like to run. Running lets me organize my day and let out some stress

The ACT Reading section punishes students who read every word equally instead of reading strategically. Haley teaches a passage-mapping technique that prioritizes locating evidence quickly, especially on the paired-passage format that tends to trip people up. Her 33 ACT composite and 5.0 tutoring rating speak to how well that approach translates to real score gains.

ACT Reading gives students four passages and just 35 minutes, which means there's no time to re-read — you need a strategy for extracting answers on the first pass. Laynie teaches an active annotation method that targets main idea, tone, and evidence location so students can answer both detail and inference questions quickly. Her 33 ACT composite and background in literature and essay analysis sharpen the close-reading skills this section demands.

I'm currently a freshman at the University of Pittsburgh, majoring in Neuroscience. My experiences in tutoring have come from working at a nearby center called "Perfect Tutors" and from helping classmates at my after school academic resource center.

Most ACT Reading mistakes come from students answering based on what they remember rather than what the passage actually says. Jack drills a return-to-the-text habit, teaching students to match each answer choice to specific lines — a skill his sociology research training made automatic. He scored a 32 composite and brings that same analytical discipline to every practice passage.

I am a third-year medical student at the University of Kansas School of Medicine. I graduated from the University of Kansas in three years with a Bachelor of Science degree in Behavioral Neuroscience and minors in psychology and Spanish. Before starting medical school, I worked as a medical assistant and a tutor for the KU Athletic Department. Throughout my undergraduate experience, I worked with students extensively as a peer tutor, undergraduate teaching assistant, and seminar assistant. Tutoring has always been a passion of mine as I love to help others by way of education. I work hard with students to establish a friendship that allows for a comfortable dynamic conducive to learning and asking questions. I also utilize a variety of resources in order to keep students engaged and frequently ask questions to assess their learning level. I recognize the importance of working with students to better understand their learning styles and studying methods in order to create individualized tutoring plans that maximize growth in the classroom as well as outside of the classroom. I aim to help students develop valuable habits and skills that will bring success that lasts beyond our tutoring sessions. I feel comfortable modifying my approach when working with different ages, although I have found that many aspects of my teaching strategy remain constant among all my students. I tutor many classes ranging from algebra to statistics, but my favorite courses to teach are related to psychology!

I am a former middle-school English teacher (and former high-school French teacher). I am certified to teach English (grades 6-12), History/Government/Social Studies (grades 6-12), Psychology (grades 6-12), Health (grades PreK-12), General Music (grades PreK-12), and French (grades PreK-12). I have also taught AP French and college-level French.

Most ACT Reading mistakes happen not because students can't comprehend the passage but because they spend too long on it and rush the questions. Maddie teaches a passage-mapping strategy that identifies the author's main claim and paragraph transitions in under three minutes, leaving more time for the detail and inference questions that actually determine the score.

I am currently an undergraduate student enrolled at the University of Kansas, in Lawrence, Kansas, pursuing the majors of Biology and Psychology.

Reading comprehension on the ACT is really an exercise in time management and evidence location, not literary analysis. Jeff scored a 32 composite and now teaches ACT prep weekly, where he trains students to attack each passage type — prose fiction, social science, humanities, natural science — with a targeted skimming strategy that keeps them under the four-minute-per-passage threshold.

The ACT Reading section punishes students who read every passage the same way — a science excerpt and a literary narrative require completely different strategies for finding answers under time pressure. Colin, an avid reader himself, teaches students to identify what each question is actually asking and locate supporting evidence without re-reading entire paragraphs. Rated 4.9 by students.

Most ACT Reading mistakes come from spending too much time on the passage and not enough on the questions. Andrew teaches a pacing strategy that prioritizes locating evidence in the text over deep initial reading, then applies it differently across the four passage types — prose fiction, social science, humanities, and natural science. Students learn to stop second-guessing answers and start trusting the text.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long on them. Ashwini teaches a strategic reading method — skimming for argument structure first, then returning to the text only for evidence-based answers — that consistently saves time across all four passage types.

The ACT Reading section isn't testing whether you understood every word — it's testing whether you can locate specific evidence and infer meaning under a tight time constraint. Mallory, who scored a 32 ACT composite, teaches a passage-attack strategy that prioritizes skimming for structure before diving into questions. She drills students on the difference between what the passage says and what it merely implies, which is where most points are lost.

I am not a student anymore, however, does not mean I can't still dedicate myself to learning. There is no better way to do that than to help others learn too, and that is, most of all, what I want to do.

I am currently a 4th year medical student at the University of Kansas, pursuing family medicine and maternal health. While I've tutored a variety of subjects in the past, I am especially passionate about teaching math and science. These are two subjects I am personally very interested in and have had success passing on my excitement to students. I also enjoy preparing students for test prep (ACT) and elementary and middle school-age students. My approach to teaching is to understand the student as an individual. I like to understand the student's strengths and weaknesses and work from there to expand their knowledge in a given subject. My goal is to push each of my students to venture beyond their limits and understand each concept, rather than learning the steps of a process.

I'm an avid board game player, and I'm currently teaching myself to play guitar - it's going pretty well, actually!

I am excited for the opportunity to share my knowledge and passion for math with the students of Varsity Tutors.

I'm an oldest child, which means growing up, I was the first kid to run into most challenges, and the best equipped one to teach my five younger siblings how to navigate them. Working with them and mentoring them was probably my first experience with "tutoring", and it left strong impressions on me. To help someone is to treat them like your family.

Reading four dense passages in 35 minutes requires a method, not just speed. John breaks the ACT Reading section into a decision-making process: how to skim for structure, when to go back to the text versus trusting your first read, and how to eliminate answer choices that sound right but distort the passage. His 36 composite and background in literature make him especially sharp on the prose fiction and humanities passages.

Most students treat ACT Reading as a speed test, but Ilesh reframes it as a precision exercise: knowing what the question actually asks before hunting for evidence in the passage. His 36 composite came partly from a disciplined passage-mapping strategy that he now teaches students to replicate across all four prose genres the section throws at them.

Reading four dense passages in 35 minutes forces a different kind of reading than most students are used to. Sugi's cognitive science training at Rice gives her a framework for teaching active reading strategies — how to map an argument's structure on a first pass so that inference and tone questions become straightforward rather than agonizing. She holds a perfect 36 ACT composite and a 5.0 tutoring rating.

After scoring a perfect 36 ACT composite, Anna developed a question-first approach to the Reading section — previewing what each question demands before touching the passage, so every line read serves a purpose. Her medical education background means she's used to processing dense, unfamiliar material quickly and extracting exactly what matters, a skill that translates directly to the natural science and social science passages. Rated 5.0 by students.

I am currently a resident physician at Northwestern Hospital.

Medical school at the University of Arizona means Alex reads hundreds of pages of dense, unfamiliar material every week — the same core skill the ACT Reading section tests under a 35-minute clock. With a perfect 36 ACT composite, he teaches students to attack the paired viewpoints and natural science passages by isolating each author's claim before looking at answer choices, which eliminates the subtle scope-shift traps that cost most test-takers points. Rated 4.8 by students.

Most ACT Reading mistakes come from time pressure, not comprehension — students understand passages but can't consistently answer 40 questions in 35 minutes. Elliot teaches a triage strategy: how to identify question types, when to skim versus close-read, and how to eliminate answer choices that paraphrase the passage just enough to seem right. Rated 5.0 by students.

I am available to tutor a range of middle school and high school subjects, but I am most excited about tutoring test prep. I remember how stressful preparing for college can be and I am eager to do my part in helping students fulfill their college goals. I believe that learning is a collaborative process and I am committed to being as actively involved in the student's learning as I can. In my spare time, I enjoy reading, going to the movies (I try to see each Oscar nominee before the ceremony every year.), and am a huge Michigan sports fan.

Most ACT Reading mistakes come from spending too long on one passage or second-guessing answers that felt right the first time. Edward teaches a timing strategy that allocates minutes by passage type — prose fiction, social science, humanities, natural science — and shows students how to locate textual evidence quickly instead of re-reading entire paragraphs. His 36 composite reflects command of every section, not just the math side.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

Most ACT Reading mistakes happen not because students can't comprehend the passage but because they spend too long on it and rush the questions. Jiatian teaches a triage method: skim for structure first, then go back to the text with specific question stems in mind. It's the same prioritize-and-filter approach she uses in medical training, applied to literary narratives and social science passages instead of clinical data.