If a path has limited job prospects, I'll tell you directly. But I won't leave you stuck—I research viable alternatives to stay as close to your interest area as possible.

Example: When a high school graduate wanted forensic entomology (currently difficult field), I found other bug-related career roles with better prospects. I connected them with biology programs that have dedicated entomology faculty and even work study opportunities in campus entomology programs.

As a long-time college professor and advisor, I have insider access to college staff. I know the hard questions to ask and can get answers fast. I don't just tell you how to inquire—I make calls, get clarity, and open doors.

Examples:

A molecular biology graduate loved lab equipment more than research. I found a local biotechnical equipment program and called the program manager directly to ask about credit transfer and employability. She shared that her own son was in the program with strong job prospects. He now has a pathway that fits what he actually enjoys.

Another student didn't get into a highly competitive computer science program. I contacted the department to ask about alternate entry paths (they said no—too competitive). I then contacted another department and got strategic information on appealing for computer and electrical engineering instead. His appeal was successful.

Some students end up in the wrong program and need to make a change fast. I can work through the challenges and redirect you quickly.

Example: A student at a major university wanted to become an ultrasound technician. We met during spring break and I discovered their university doesn't even offer an ultrasound program—no one had told them. If we didn't act immediately, they would waste an entire year and thousands in financial aid.

I researched all three local ultrasound programs and spoke directly with advisors. I created a bridge plan: reduce their courseload, take prerequisite courses all programs require, find online options for additional prerequisites, and map their exit strategy. I found them a hospital job shadowing program (required for applications). They needed 9 courses total before applying.

Timeline: 4 days. They avoided a year-long, costly mistake.

When I asked how they ended up at a university without their intended program, they said: "That's where I got accepted and got funding."

Understanding how to use Running Start and/or Seattle Promise strategically — and what happens when you don't — is some of the most important planning I do.

Example 1: A high school student interested in environmental science had already taken numerous Running Start courses — but many wouldn't apply to his intended major. I reoriented his course plan to avoid wasted credits, explained the limits of Seattle Promise, researched BAS programs, certification stacking options, and program-specific funding for forestry. He left with a menu of ranked options, transfer details, and nuanced questions to ask advisors.

Example 2: A 15-year-old sophomore wanted to enroll in Running Start to move faster — but didn't yet understand what RS can and can't do. I walked him through credit transferability, FERPA implications, degree pathway options, and course selection strategy. He received a comprehensive report with a quarter-by-quarter plan built around his actual goals.

His words after receiving the report: "The final report is awesome and I've gained lots of clarity. Thanks for your direction and support — it has been a great experience."

I work with students who have ADHD, autism, anxiety, or other considerations who could benefit from additional support and planning. I help identify colleges with strong support services, navigate accommodation processes, and practice transition strategies.

Example: A high school senior with autism had severe anxiety about college classrooms. We met weekly for five months working on flexible thinking, regulation strategies, and desensitization. I arranged classroom visits so she could practice being in those spaces, taught her self-soothing techniques, connected her with a current student in her major, and worked with her mother on accommodation planning. She successfully transitioned to college.