I'm a graduate of Bates College (B.A.), the University of Illinois (M.S.), and M.I.T. (M.S.), with degrees in economics and management. I've been a tutor since 2001, when I started preparing students to take the SAT, ACT, GRE, and GMAT exams. To me, standardized exams are like puzzles: they can be fun and challenging. With a little instruction and practice, you can achieve significant improvement in scores -- and maybe even enjoy them. I also tutor other subjects that I enjoy, and tr... [more]

Algebra 1

Well grounded in Algebra 1, which I cover in SAT and ACT coaching.

Algebra 2

Well grounded in Algebra 2, which I cover in SAT and ACT coaching.

American History

I entered college as a history major. I eventually switched my major to economics, and got both a B.A. and M.S. in that subject. However, I never lost my love of history, especially American History. I took many history courses as both am undergrad, then as a graduate student. My coursework covered every period in American history, from colonial days through the Revolutionary War, Civil War, Reconstruction, and the 20th Century. Topics of special interest to me include the events leading up to the Civil War, the Presidency, and the Great Depression. I continue to read extensively on matters involving American history.

Geometry

I often teach ACT and SAT, but geometry is my best/favorite subject.

Statistics

Math Tutor with 15 years of experience: Stats, Algebra, Geometry, Trig

Geography

Tutor for 15 years with expertise in geography

SAT Math

I have been an SAT tutor since 2001. I have worked with students who are strong in math. For them, the usual need is to become familiar with the more difficult SAT math questions. These often differ from the math they have learned in school, and require that the students apply their math skills in new and different ways. I have also worked with students who are weak in math, who have math anxiety, or who have decided that they are "just not numbers people." For them, SAT math coaching requires the un-learning of negative attitudes. I have found that treating SAT math as a puzzle to be solved and creating a a low-stress environment where it's OK to make a mistake can help these students to make quick progress.

Finance

M.S. in Management from M.I.T., concentration in Finance

GRE

I have been a GRE tutor since 2001. I have worked with students who are strong in math. For them, the usual need is to become familiar with the more difficult GRE math questions. These often differ from the math they have learned in school, and require that the students apply their math skills in new and different ways. I have also worked with students who are weak in math, who have math anxiety, or who have decided that they are "just not numbers people." For them, GRE math coaching requires the un-learning of negative attitudes. I have found that treating GRE math as a puzzle to be solved and creating a a low-stress environment where it's OK to make a mistake can help these students to make quick progress.

Proofreading

For two years, I was Editor of a major business journal. My duties included much more than proofreading, but I did need to ensure that the articles we published were well-written and that their content was correct. I have taught business writing periodically since 1985, usually to managers and executives. Again, there's a difference between writing and proofreading, but they are closely related skills.

SAT Reading

I have been an SAT tutor since 2001. In my experience, many students find the Reading section to be the most challenging on the SAT. Perhaps that's because they haven't been taught reading as a skill -- not in the same way they have been taught math as a skill. I have found that by learning and practicing a few simple strategies, most students quickly improve their scores in Reading.

SAT Writing

I have been an SAT tutor since 2001. I have been the editor of a major business journal and have expertise in business communications. In my experience, many students find the Writing section to be the most challenging on the SAT. Perhaps that's because they haven't been taught writing as a skill -- not in the same way they have been taught math as a skill. The Essay portion of the Writing section is especially intimidating to students. They benefit from learning three things: the elements of a strong essay; the process for creating such an essay (which involves planning and outlining, before beginning to write; and the basics that essay graders will be looking for. With good coaching and some practice, most students can quickly build confidence and improve their scores in Writing.

GMAT

I have been a GMAT tutor since 2001. Although I primarily teach ACT and SAT, I recently re-took the GMAT in preparation for teaching it, and scored 760. For most students, the GMAT's data sufficiency problems are the most challenging, and I concentrate on those with most students. Also, the GMAT places significant time pressure on students. Good preparation means increasing speed, along with increasing accuracy. I focus on both.

PSAT

I have been a PSAT tutor since 2001, as well as helping students improve their scores on the SAT, ACT, GRE, and GMAT. I have helped students in math, reading, and writing/language. I have worked with students who already do well on standardized tests. For them, the usual need is to become familiar with the more difficult PSAT math questions. These often differ from the math they have learned in school, and require that the students apply their math skills in new and different ways. I have also worked with students who usually don't do well on standardized tests. Many of them have test anxiety, especially math anxiety. For them, PSAT coaching involves un-learning negative attitudes and acquiring new confidence, along with improving skills. I have found that treating PSAT math as a puzzle to be solved and creating a a low-stress environment where it's OK to make a mistake can help these students to make quick progress.

ACT Reading

I have been an ACT tutor since 2001. In my experience, many students find the Reading section to be the most challenging on the ACT. Perhaps that's because they haven't been taught reading as a skill -- not in the same way they have been taught math as a skill. I have found that by learning and practicing a few simple strategies, most students quickly improve their scores in Reading.

ACT English

I have been an ACT tutor since 2001. In my experience, many students -- even those who struggle with the English section -- can benefit greatly by learning a few basic rules. With practice, they "take ownership" of these rules, and begin to applying them almost automatically. Leveraging a few simple strategies, most students quickly improve their scores in English.

ACT Math

I have been an ACT tutor since 2001. I have worked with students who are strong in math. For them, the usual need is to become familiar with the more difficult ACT math questions. These often differ from the math they have learned in school, and require that the students apply their math skills in new and different ways. I have also worked with students who are weak in math, who have math anxiety, or who have decided that they are "just not numbers people." For them, ACT math coaching requires the un-learning of negative attitudes. I have found that treating ACT math as a puzzle to be solved and creating a a low-stress environment where it's OK to make a mistake can help these students to make quick progress.

ACT Science

I have been an ACT tutor since 2001. In my experience, many students feel great anxiety about the Science section. They are intimidated by technical terms, chemical names, and Greek letters. They benefit primarily from discovering that the ACT Science test doesn't actually require much knowledge of science. It's primarily a test of a student's ability to read charts and graphs, then to apply the data to draw inferences. When the Science test is de-mystified, they can quickly improve their performance.

Macroeconomics

My background is: B.A., in Economics from Bates College; M.S. in Economics from Illinois; and M.S. in Management, with a concentration in Applied Economics, from MIT.

Microeconomics

My background is: B.A., in Economics from Bates College; M.S. in Economics from Illinois; and M.S. in Management, with a concentration in Applied Economics, from MIT.

Business

I have an M.S. from the Sloan School of Management at M.I.T. I have 30 years of experience in business, most of it in marketing and customer insights. I spent 10 years as a global business consultant, completing projects on 5 continents.

Marketing

I have 30 years of experience in business, most of it in marketing and customer insights. I have an M.S. from the Sloan School of Management at M.I.T. My deepest experience was in the consumer retail industry, with a combined 16 years at L.L.Bean and Lands'End. My responsibilities included customer research, marketing communications, strategy, forecasting, and competitive intelligence.