Highlands Consultant Spotlight

Amy Trinnaman is a Highlands Certified Consultant with more than two decades of experience guiding students through important academic and career transitions. Her work spans college advising, career exploration, personality and aptitude assessment, special education, instruction, NCAA eligibility, dual enrollment coordination, educational policy, and testing administration—offering her a broad, integrative view of how students navigate choice and change.

Amy holds a Master of Public Administration from George Washington University and a Certificate in Independent Educational Consulting from the University of California, Irvine. She is deeply committed to expanding educational access, mentoring students through QuestBridge, Ukraine Global Scholars, and The College Essay Guy’s Matchlighters Program.

Guided by the belief that lasting decisions begin with self-understanding, Amy helps students approach college planning with clarity, confidence, and intention. In the article that follows, she reframes college planning as a process of exploration—one that leads to more thoughtful, well-matched decisions over time.

The Best College Plans Start with Self-Knowledge, Not Certainty

By Amy Trinnaman

If you’re a parent of a high school student, you’ve likely heard some version of these:

“Have they picked a major yet?”

“What career are they thinking about?”

Students hear these questions constantly—and with the best of intentions. But these conversations often push teens into early declarations that may or may not be rooted in self-understanding, and their college plans can suffer.

The truth is simple: Students don’t need to have it all figured out. They need direction—not certainty.

Clarity Comes from Exploration, Not Pressure

The most important work a student can do before college is not choosing a major, it’s learning about who they are:

• • How they naturally solve problems. Some students learn best by jumping in and trying things out, others prefer to think it through, brainstorm ideas, or follow clear steps. Paying attention to these tendencies can offer early clues about classes and fields where a student is more likely to feel confident and capable.
  • What learning environments help them thrive. A large lecture hall works well for some students, while others do better in smaller classes, discussions, or hands-on projects. Knowing what kind of setting helps a student stay engaged can make a big difference in how they experience college.
  • How quickly and in what ways they process information. Some students need time to sit with new material, while others grasp concepts quickly and move on. Understanding personal pace and processing style helps set realistic expectations and reduces unnecessary frustration.
  • What energizes them—and what consistently drains them. When students notice which activities leave them feeling energized versus exhausted, they gain valuable insight into what kinds of work and environments are more likely to be satisfying over the long run.

When students gain insight into these patterns, early decisions become intentional rather than accidental. Exploration becomes purposeful instead of overwhelming.

Why “I Know Exactly What I Want to Do” Can Be Misleading

Some students latch onto an early career idea simply because it quiets the questions around them. That sense of “certainty” can feel reassuring—but it’s often thin.

I once worked with a student, Marcus, who was convinced economics was his perfect fit. When he completed an abilities assessment, it revealed a strong aptitude for structural and spatial reasoning—abilities commonly seen in fields like design, architecture, engineering and other fields he had never considered. He didn’t need to abandon his first idea; he just broadened his horizon. We looked for ways to expose him to those fields, long before he needed to make a decision.

Exploration didn’t confuse him. It clarified his next steps.

Why “I’ll Figure It Out When I Get There” Can Lead to Drifting

College offers endless opportunities, but without direction, it’s easy to wander through requirements without gaining clarity. Students don’t need a definitive plan. They just need a few grounded starting points that guide early choices.

Those small, intentional steps compound over time.

Prestige Doesn’t Equal Alignment

Families often focus on the most selective or recognizable colleges, believing that reputation alone ensures opportunity. While institutional quality matters, even the most prestigious school cannot tell a student:

• • What truly motivates them. External markers of success don’t reveal what sustains a student’s curiosity or commitment over time. Motivation comes from internal alignment, not institutional status.
  • How they think best. Every student has preferred ways of processing information, solving problems, and engaging with ideas. A school’s ranking cannot account for these individual differences.
  • Which environments allow them to do their strongest work. Class size, teaching style, academic culture, and pace all influence how a student performs and feels. The right environment often matters more than the name on the diploma.

Students who thrive after college aren’t necessarily those who attended the highest-ranked schools. They are the ones who understand their natural strengths and choose paths that allow those strengths to be used consistently and well.

Well-Meaning Advice Only Works When It Fits the Student

Parents, teachers, and counselors play important roles—but they do not live inside the student’s mind or understand all their abilities.

One student I supported, Elena, initially pursued physical therapy based on family advice. After learning more about her natural abilities—particularly strong verbal and analytical skills—she realized the path didn’t align with what suited her best. With some exploration, she found her niche in communications and advocacy.

Her shift wasn’t dramatic. It was a small, thoughtful move toward alignment.

The College Plan Is a Transition, Not a Destination

The transition from high school to college is one of a student’s first major adult turning points. Those who enter it with even a small sense of direction tend to feel more grounded and confident.

I think of Jason, who entered college exploring three different but related fields. Each semester, he sampled one. Over time, he discovered which work truly resonated. He didn’t rush—he explored with intention.

Your GPA Doesn’t Tell the Whole Story

Grades, test scores, and activities measure performance—not identity.

A student can earn top scores and still feel out of sync with a chosen major. Tara’s story is a perfect example. She checked every box academically, yet felt drained by her finance career. An abilities assessment helped her see she was naturally inclined toward creative and interpersonal work.

She hadn’t failed. She had simply never been aligned in a role that felt right.

The Path Forward: Directionality, Not Perfection

Students don’t need a major. They don’t need certainty. They don’t need to map out their whole lives.

What they do need is:

• self-knowledge
• a few possible directions
• permission to explore intentionally
• small steps that reveal the next steps

This is why I use the Highlands Ability Battery. It gives students a clear starting point—not to lock them in, but to light the path ahead.

When students understand themselves, decisions become easier, not harder—and every step forward feels more purposeful.

Meet Amy

Hi, I’m Amy Trinnaman—a certified career counselor and experienced college advisor committed to connecting students (and now adults) to opportunity through thoughtful, personalized guidance.

I believe the college admissions process is most powerful when it’s grounded in self-awareness. As a certified practitioner of both the Highlands Ability Battery and the Strong Interest Inventory, I help students understand their natural aptitudes, interests, and personal strengths—so they can make informed, inspired decisions about college majors, career paths, and future goals. Career exploration isn’t something that happens after college—it’s a critical part of the conversation from the start.

​​​​​​​Whether you’re preparing for college, rethinking your career, or just exploring your next step, I’m here to help you connect your abilities, goals, and values to opportunities that feel right—for you.

​​Here to help every step of the way,

Amy

Amy Trinnaman Educational Consulting, LLC
📧 atedconsulting@gmail.com
📞 561.406.9906
🌐 www.at-edconsulting.com

Selected Resources & Research

• The Highlands Company. Highlands Ability Battery Technical Manual.
• Eccles, J. S. (2009). Who Am I and What Am I Going to Do With My Life? Educational Psychologist.
• Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social Cognitive Career Theory.
• Schwartz, B. (2004). The Paradox of Choice.
• Arnett, J. J. (2014). Emerging Adulthood.