Palmer Trinity School

Being recognized as Director of College Advising 2026 comes at a time when the admissions process is becoming harder to interpret and easier to misunderstand. At Palmer Trinity School, where approximately 120 seniors graduate each year, my work is less about managing applications and more about helping students and families make informed decisions in an environment shaped by noise, assumptions and shifting institutional signals.

That perspective is grounded in experience on both sides of the admissions process. At Georgetown University, I spent five years reading applications and chairing the School of Business admission committee under the mentorship of Charles Deacon. Later, at Florida International University, working with Carmen Brown, I operated within a different model emphasizing scale and access. Together, those experiences reinforced a core reality that continues to shape how I approach this work: admission is contextual, human and often less predictable than families expect.

Clarity in a System Defined by Uncertainty

Much of that unpredictability has been amplified by recent policy changes, particularly the Supreme Court ruling on race-conscious admissions. Institutions are still recalibrating, often without clearly articulating how evaluation criteria are evolving. For students and families, this creates a gap between perception and reality, leading to unnecessary overcorrection.

At Palmer Trinity, I focus on interpretation, not speculation. I work with families to separate what is known from what remains uncertain so decisions stay grounded in context. In our diverse school community, these conversations carry additional weight. I believe evaluation should remain grounded in merit, while also recognizing the value of learning in a broad range of perspectives, even as institutions navigate evolving guidelines.

My experience reviewing applications continues to inform how I communicate those nuances. Two candidates with similar academic profiles can receive very different decisions depending on context, which is why I position data as guidance rather than a decision-making tool.

“College is not a trophy. It is a platform. The goal is to arrive there ready to grow, not just impress.”

I take a similar approach with artificial intelligence. AI can support structure and editing, but it cannot replace student voice. Essays that feel constructed often lose authenticity, which remains one of the few consistent differentiators across institutions. I am explicit about that boundary. Students can use tools responsibly, but the final work must reflect their own thinking.

Designing a Counseling Model around Continuity and Execution

What differentiates our program is how it is operationalized. Students begin engaging with counseling in ninth grade and are assigned advisors by the spring of sophomore year, working in small cohorts that allow relationships to develop over time. This enables us to understand not just academic performance, but patterns in interests and decision-making.

That relational model is supported by systems designed to reduce ambiguity. A comprehensive counseling handbook outlines each stage of the process, pre-meeting surveys align expectations, and close faculty collaboration ensures consistency across recommendations and course selection. In a landscape influenced by external advice and social media, this structure provides a reliable reference point.

I do not see this work as constructing a narrative for students. It is about helping them recognize and articulate one that already exists. Those conversations are often where the real work happens.

From Prestige to Informed Decision-Making

By the time applications are submitted, most of the meaningful work is already done. We introduce students early to how admissions decisions are made, from mock admission committees in tenth grade to direct engagement with admission deans, essay development and financial aid planning in later years. That exposure leads to more grounded choices.

Over time, I see students shift away from brand-driven thinking toward alignment. They begin evaluating institutions based on academic fit, available opportunities and long-term goals rather than recognition alone. In some cases, that leads to decisions such as choosing Smith College over Harvard or the University of British Columbia over Yale, because the academic fit is stronger.

I am direct with families on this point. Packaging students to fit perceived expectations is inauthentic and unsustainable. The objective is to place students in environments where they are positioned to engage, persist and grow.

Managing Pressure through Structure and Perspective

The admissions process is inherently high-pressure, shaped by expectations and uncertainty. While that pressure cannot be eliminated, it can be managed through preparation. A balanced college list is one of the most effective tools we have, ensuring students have strong options across outcomes.

Starting early and maintaining clear timelines reduces last-minute stress, but the human element remains critical. Students need consistent access to guidance, particularly when perspective narrows. Part of my role is helping them recalibrate expectations while reinforcing the progress they have already made.

That connection continues after graduation. Alumni frequently return to share their experiences, and those insights shape how I guide current students. Over time, I have seen students realize that the school they initially doubted became the right environment for them.

A More Focused Future

Looking ahead, I see a shift toward greater emphasis on depth of engagement. In fields such as business, engineering and the sciences, sustained involvement and demonstrated initiative are becoming more important than broad participation. At the same time, AI may improve efficiency but risks creating a more uniform applicant pool.

Maintaining differentiation will require clarity of voice and direction. My role is to help students identify where they can contribute, develop and find alignment over time. When that alignment is right, the admission matters less. What follows matters more.