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WORKED DECISION EXAMPLES

See how the decision framework works in practice.

These examples are illustrative scenarios, not client case studies and not claims about real outcomes. Their purpose is to show how a recommendation can be specific without pretending the first answer is infallible.

Illustrative example 1

Senior choosing between engineering and business

What we know

The student enjoys quantitative work and leadership, but has limited exposure to engineering design and is considering colleges with very different major-entry rules.

Working conclusion

Keep both directions open for now, but treat direct engineering admission and prerequisite structure as decision-critical. Use a small engineering project and actual first-year curriculum comparison to create evidence before forcing a major answer.

What could change it

A strong response to the engineering test project, a clear dislike of the engineering curriculum, direct-admission restrictions, or a major cost difference between programs.

Decision the review should settle

Which direction should remain open now, and what should the student do next to test it before choosing a college or major?

Illustrative example 2

Family with a 14-school list and affordability concerns

What we know

The list grew from recommendations, familiarity, and rankings. The family has a rough annual cost ceiling, but only a few schools have been checked with net-price tools.

Working conclusion

Stop adding schools. Define the academic, financial, program, and location criteria, then require every school to earn its place. Run cost estimates before application effort creates more attachment.

What could change it

A school with unusually strong aid, a program requirement that removes an option, or a revised family cost ceiling.

Decision the review should settle

Which schools still earn a place once academic fit and likely family cost are compared on the same criteria?

Illustrative example 3

College student considering transfer

What we know

The student dislikes the current environment and wants a stronger program, but has not compared remaining degree requirements with destination credit rules.

Working conclusion

Do not choose a destination first. Build a finish-here baseline, get preliminary transfer-credit information, and compare whether the new school solves the original problem after time, cost, and credit loss are included.

What could change it

A destination accepting substantially more usable credit, a current-school intervention that solves the problem, or a destination adding enough semesters to erase the expected benefit.

Decision the review should settle

Does transferring solve enough of the original problem to justify the credit, cost, and time consequences, and which destinations remain viable?

Use the same structure on your own decision.

Start with what is known, state the current recommendation, identify what could change it, then define the decision the next review needs to clarify.

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