After receiving a Bachelor’s degree at the University of California at Berkeley, Becky taught for The Princeton Review, helping students at all score levels prepare for the SAT, LSAT, GMAT and GRE. During this time, she also taught math, reading and social studies in public schools in New York City and on Long Island while earning a Master’s degree in Secondary Education from Adelphi University.
Becky then relocated to Washington, DC where she worked in education and youth policy for the federal government. She served for more than a dozen years as a legislative aide for a senior Member of Congress and four at the Corporation for National and Community Service, which runs the AmeriCorps national service program. During this time she continued to work directly with students and families in DC, Maryland and Virginia, providing SAT and graduate school test prep and guidance on the college admissions process.
Becky is deeply committed to service and volunteering and is proud of her work with several award-winning nonprofit organizations in Washington DC. She currently provides pro bono college counseling through several community-based organizations and co-founded “IECs Who Give Back,” a forum for independent educational consultants to share experiences and best practices for pro bono work.
Becky holds a Certificate in College Counseling from UCLA Extension. She is a Professional Member of the Independent Educational Consultants Association (IECA) and is a Member of the National Association for College Admission Counseling (NACAC), the Potomac and Chesapeake Association for College Admission Counseling (PCACAC), and the Gap Year Association. In addition to being an IEC, she is the founding College Counselor at Blyth-Templeton Academy and serves as the school’s Service-Learning Coordinator. She lives on Capitol Hill with her husband and three children.
For nearly ten years, Scott helped direct Princeton University’s groundbreaking Bridge Year Program, a university-sponsored gap year program with a focus on community service and cultural immersion. In this role Scott helped select, orient, and support nearly 300 students who participated in gap year programs in India, China, Senegal, Bolivia, Indonesia, Peru, Brazil, Ghana, and Serbia. Prior to working at Princeton, Scott directed a variety of international service-learning programs in India, Thailand, Peru, Mexico, and Spain.
Scott leverages his education and experience to support clients in a variety of ways. Scott helps students articulate their goals for a gap year and develop a plan that is well aligned with those goals. He is also well connected and knowledgeable of the field of gap year program providers. He has a strong grasp of the health and safety issues associated with gap year programming and has extensive experience working with families to manage these issues. Finally, Scott is well-versed in how learning occurs on a typical gap year and uses proven strategies to help students get the most out of a gap year—before, during, and after the experience.
Scott has a B.A. in History from Boston College, an M.A. in International Education from the SIT Graduate School, and an M.A. in Development Studies from the Autonomous University of Barcelona. He is currently pursuing a doctoral degree in Education from Rutgers University and is particularly interested in how things like gender, class, race, and ethnicity intersect with education in America. His research relates to how social networks and community engagement can deepen the long term impact of service learning programming.