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 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.

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.

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.

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.

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.

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