MARK WALTERS, MA, MLIS-- FOUNDER AND TUTOR

Mark has been working with students-- as a college instructor, librarian and tutor-- since 2005. In that time, he has helped dozens of students prepare for standardized tests. Mark's students generally see score improvements of between 100 and 250 points on the SAT (2-4 points on the ACT) after 6-15 hours of tutoring. Mark maintains relationships with all of his former students, and many students have retained him for academic tutoring after successfully taking their exams.

Nick Hirsch, MA—Partner and Tutor

Nick has garnered years of experience working with students from the beginning of their education through college. Nick has experience working for literacy programs in public libraries in the DC area and currently works as a writing instructor for the Revelle Humanities program at UCSD, where he is a doctoral candidate in History and Science Studies. Nick currently works with students for SAT, ACT and PSAT preparation, as well as college consulting and general academic preparation.

Mark Walters, MA, MLIS-- Founder and Tutor

Mark has been working with students-- as a college instructor, librarian and tutor-- since 2005. In that time, he has helped dozens of students prepare for standardized tests. Mark's students generally see score improvements of between 100 and 250 points on the SAT (2-4 points on the ACT) after 6-15 hours of tutoring. Mark maintains relationships with all of his former students, and many students have retained him for academic tutoring after successfully taking their exams.

Mark is a lifelong student and teacher. Teaching and working with students is his passion; he believes that all students have talent and potential, and that it is incumbent upon him as an educator to bring out the brilliance, confidence and compassion inherent in each and every student, regardless of that student’s age, ability or circumstance. Mark has experience working with students who have learning differences and struggle with standardized tests. Mark has read much of the academic literature on cognitive and perceptual differences, and recognizes that each student interacts with the world in a unique way.

Mark holds degrees from the University of Washington (BA, Comparative History of Ideas, 2001), Carnegie Mellon University (MA, English/Cultural Studies, 2003), and the University of Pittsburgh (Masters in Information & Library Sciences, 2005). Additionally, Mark is currently a doctoral candidate at the University of California, San Diego (ABD, Communication & Science Studies, 2012), where he studies the history of sound technologies and how listening has been transformed by them. He has worked as an academic librarian, a university teaching assistant, and a university instructor. He has taught his own college courses at three institutions, college writing through one of UCSD's writing programs, critical reading at all levels for both native and non-native speakers of English, high school mathematics (algebra I and II, geometry, trigonometry), and information literacy. He has also served on two college admissions committees and has helped several students write successful college application essays.

Mark comes from a family of educators: his mother served as an elementary school teacher and principal for 35 years, his father taught high school math and physics for roughly 15 years, his sister has been a university faculty member and administrator for over two decades, and his brother was beginning his career as a teacher when he tragically passed away. Mark has spent his life thinking about how students think and learn, and what techniques or strategies work best for certain students.

Mark is also a lifelong choral musician. He has sung with one Grammy Award-winning choir (The Mendelssohn Choir of Pittsburgh, 2002-2005), community choirs in Pittsburgh, Lexington, KY and Seattle. Currently, Mark sings with the La Jolla Symphony & Chorus. Mark has been a featured soloist in a number of musical performances with the LJSC and other choral groups around San Diego.