I attended a large public high school and had little exposure to colleges beyond my home state. At the time, I knew very little about private universities or schools on the East Coast. Higher education represented the possibility of change for me and the chance to build a different future.
I began researching colleges on my own during the summer before my senior year. I watched countless college videos, read everything I could find, and tried to piece together what admissions offices were looking for. The information was overwhelming and often contradictory, and the process felt stressful and scattered. What I needed most was a mentor: someone who could walk me through each step, explain how to approach college essays, and help me understand how to present myself thoughtfully.
That same summer, I began reading more intentionally and studying what made writing effective. I rediscovered my love for literature, and writing gradually became the foundation of my application. Through my college essays, I learned how to reflect carefully on my experiences and articulate who I was and where I wanted to go. That process was challenging, but it helped me grow as both a writer and a thinker.
I believe writing is how people make their work, growth, and perspective visible to others. No matter how thoughtful or accomplished a student is, that value can be missed if it is not communicated clearly.
My goal is to help students articulate their experiences with precision so their achievements and character are valued. I see college essays as an opportunity for reflection rather than performance. The most meaningful part of my work is listening closely to each student's story and helping them learn how to share it. I want every student to leave this process with a stronger understanding of themselves and the confidence to express who they are and what they bring.
Teaching and educational access are central to my work. For the past two years, I have served as an AP Physics Teaching Assistant through the Global Teaching Project, teaching at underfunded high schools in Mississippi and helping write curriculum and lesson plans. I also write about educational equity for the Global Teaching Project blog.
My admissions mentorship is an extension of that commitment to teaching. I work closely with students not just to edit essays, but to teach them how to think, write, and present themselves in the best light.
When working with my students at YourAdmissionsMentor, we begin with the fundamentals: what admissions officers look for, what each question is actually asking, and how to approach a prompt. From there, we break down essays step by step. We build outlines, identify core themes, and integrate personal experience as evidence to support a strong narrative. My goal is for students to leave with lifelong skills rather than just a polished application. I want them to know how to articulate who they are, present their achievements with intention, and approach future opportunities with confidence.
At Yale, I design and teach creative writing courses for middle and high school students through Yale Splash, and I have mentored students and developed creative writing curricula with Pivot Education.
Writing is not just something I teach; I practice it every day. I serve as Editor in Chief of two Yale publications and write a weekly personal essay column for the Yale Daily News. My own writing sharpens the way I mentor students and keeps my teaching rooted in craft, clarity, and voice.
