I am a recent magna cum laude graduate of Duke University and a full-time educator in North Carolina. I have a passion for helping young people figure things out and have experience writing professionally.

I am currently a student at Duke University studying Biomedical Engineering and Economics. Just a little bit about me and some of my interests. Some of my favorite academic interests include memoirs and modern classics. I think Catcher in the Rye is still one of my all time favorite books but Percy Jackson, a modern classic, is up there too. Beyond academics, I take great guilty pleasure in watching TV shows such as Westworld, Sherlock, How I Met Your Mother, and even The Bachelorette when I'm at a low point.

I am a current senior at the University of North Carolina at Chapel Hill. I am completing a degree in Health Policy and Management with minors in chemistry and biology. Currently, I am on the pre-medical track at UNC I am applying to medical schools for next year. I have worked as a tutor at the UNC Learning Center for two semesters and I have been a TA for anatomy and physiology for three semesters (two of those as lead TA).

I am a sophomore at Duke University studying computer science and physics. Academically, I am drawn towards disciplines that employ logical problem-solving. I enjoy working with others to discover new intuitive ways of understanding problems.

The ACT Science section is really a test of how fast you can read graphs, interpret experimental setups, and spot conflicting viewpoints — not how much biology or chemistry you remember. Tanay treats it exactly that way, drilling students on data extraction and passage triage so they stop running out of time on the last two passages. His own 35 ACT composite shows he's mastered the pacing these questions demand.

The ACT Science section is really a data interpretation exam disguised as science — and Sophia tackles it that way, teaching students to read graphs, tables, and conflicting viewpoints passages without getting lost in unfamiliar terminology. As a pre-med student at UNC Chapel Hill with a 35 ACT composite, she knows both the underlying biology and chemistry concepts and the test-specific shortcuts that keep timing under control.

I am a freshman at Vanderbilt University currently pursuing a B.S. in Biochemistry. My inquisitive nature has fostered a love for mathematics, the natural sciences, and how they interact to produce the world we experience every day. This extends to my teaching strategy, where I emphasize the importance of conceptual understanding rather than pure memorization of equations and steps. My recent experience in a wide variety of Advanced Placement courses lends me insight to recent changes in course objectives and exam formatting.

The ACT Science section barely tests science knowledge — it's really an exercise in reading graphs, interpreting experimental setups, and drawing conclusions from conflicting data sets. Florence, who scored a 36 composite and minors in physics at Duke, teaches students to treat each passage like a data puzzle: identify variables, trace trends, and answer questions before the jargon has a chance to intimidate. Her TA experience in a lab-heavy engineering course means she's fluent in exactly the kind of experimental reasoning the section demands.

Most students panic when they see unfamiliar experiments on the ACT Science section, but the test is really about reading graphs, comparing data trends, and evaluating conflicting hypotheses — skills that don't require advanced science knowledge. As a biochemistry major who scored a 36 ACT composite, Abir shows students exactly how to extract answers from figures without getting lost in scientific jargon.

The ACT Science section barely tests science knowledge — it's really about reading graphs, interpreting data tables, and comparing experimental setups under tight time constraints. Natalie, who scored a 35 composite, treats each passage as a data-reading exercise and teaches students exactly where to look so they stop wasting time re-reading dense paragraphs.

The ACT Science section barely tests science knowledge — it's really about reading graphs, identifying trends, and comparing experimental setups under time pressure. Zhong treats it as a data interpretation exercise, teaching students exactly where to look in each passage so they stop re-reading and start answering. His 34 ACT composite backs up the approach.

I am so excited to get to work with you. I am a student at Duke University and love academia! My favorite parts about teaching are how much I get to learn, which I think is amazing, and getting to serve others through education.