Letter from Founder

I never cared to pursue education as a career. I saw pedagogy becoming overcomplicated, curriculum being diluted, and achievement being inflated. We were ostensibly doing more to better our education system yet our results showed the opposite.

What I cared about was how people became better versions of themselves— how they became happy, fulfilled, and useful. I studied psychology, concentrating on human development, to try to understand how our thoughts and behaviors worked and why the range of human experience was so vast. I fell into education quite accidentally and, after a decade, I'm so happy I did. I learned much about myself and more about human beings than I ever did in my studies.

Academic development, much like human development, starts from the inside out. Most acknowledge that our emotional state can impact our learning, but I have seen firsthand how much learning impacts our emotional well-being. Students that are engaged in their learning feel a heightened sense of purpose and peace of mind, while experiencing a greater sense of self.

My goal, therefore, is to provide students insight into who they are and the tools to continue to develop themselves. Because a student’s livelihood is so intertwined with their academic world, it is nearly impossible to separate the individual from the student. Addressing one always impacts the other— I wanted to address both.

We are here to support students in their academic journey from adolescence into adulthood: emotionally, academically, and strategically.

David

Leadership

  • David Issabey

    DIRECTOR

    An admittee to college, graduate school, law school, and medical school, David brings a wealth of experience applying to various academic programs. His perspective, influenced mainly by his studies in philosophy and psychology, provides him with a humanistic approach. Prioritizing development over achievement, he believes the first feeds the second. As a coach, his approach is to push students to be reflective and introspective, allowing them to analyze themselves so they gain insight regarding their own development. Across the various programs he’s applied to, he has earned admission to DePaul University, New York University, UCLA, New York Law School, George Washington Medical School, and Harvard University.

  • Doug DuBrin

    SENIOR ACADEMIC PARTNER

    A natural storyteller, freelance writer/editor, and produced playwright, Doug has taught English, history, Latin, and other subjects for over 30 years, and has served as chair of various English departments. A global thinker, Doug is interested in the what makes for a good life, exploring this question through various philosophical, religious, and historical contexts. Doug emphasizes thoughtfulness, bringing humor and empathy to his instruction, while pushing students to perform at their optimal level. His understanding and appreciation for mentorship and enrichment make him a invaluable asset.

  • Antonio Michaels

    ACADEMIC PARTNER

    An up and coming physicist, Tony brings a personable and down to earth yet passionate and driven teaching approach, pushing students to dig deeper. He continually asks the question of why, and is as analytical as he is curious. Though his academic interests lie in theoretical physics and advanced mathematics, he enjoys history and art just as much. Students thrive under his mentorship due to his ability to relate, make complicated ideas simple, and provide in-depth background knowledge, connecting disciplines while making material relatable.