In elementary school, I watched an interview with a young scholar who, while accompanying his archaeologist parents on digs as a child, was becoming a leading expert on Maya writing. The idea of deciphering this beautiful script was fascinating, and I wanted to do the same. 

Years later, as a student at Brown University concentrating in anthropology and archaeology, I stood in the house of that very scholar, along with dozens of archaeologists and graduate students. While I didn't become a Maya epigrapher, I am forever grateful for the opportunity to pursue my interests through my college coursework, excavations, and archaeological conferences. I learned how to pursue curiosity seriously and to look for patterns beneath the surface.

My anthropological training, grounded in pattern recognition and meaning-making, shapes how I work with students today. Before we draft, we investigate. We look for themes and underlying values. We ask why this matters.

After earning my bachelor's degree, I worked as a college advisor for two nonprofit organizations, where I helped students apply for college, provided feedback on college essays, taught SAT prep classes, and led workshops for students and their families. I learned that I love to teach and design curriculum, but I loved working one-on-one with students even more.

I earned a master's degree in College Student Affairs from Rutgers University-New Brunswick, where I studied teaching, counseling, and higher education systems. I interned or worked in cultural centers, career services, academic coaching, and mentoring programs. Later, I served as an Assistant Dean for Transfer Students, where I advised students, evaluated transfer credits, and redesigned our transfer course curriculum. 

I read undergraduate applications for Princeton University, reviewing approximately 2,000 applications over three years. That experience gave me a clear understanding of what makes an application authentic and compelling.

Today, I work with a limited number of students each year in a structured, reflection-first process. My role is not to rewrite essays. It is to help students think more clearly about themselves and their goals and to make choices that align with their values and interests.

Beyond admissions, I hope students leave this process better able to understand how they make choices and how to communicate with confidence.

I currently live in New Jersey with my husband, two daughters, and dog. In my free time, I pursue creative outlets such as acting (stage and film), painting murals, and learning to play the mountain dulcimer. I serve on the board of a local community theater where I also act, direct, and do scenic design.