Throughout high school, Ian consistently found ways to connect leadership, community, and intellectual curiosity.

Ian’s application focused on building synergy between fields. He stressed the importance of relating organic passions rather than stacking disconnected roles. This helped Ian communicate a clear vision of a cohesive student through authentic efforts to improve his community.

Ian was one of the top 20 flutists in the country two years in a row, and the #1 in his state for three. He soloed with ensembles across Ann Arbor, won over $5,000 in competitions, and held 1st chair in every group he played in. This level of excellence placed him squarely in the Masterpiece archetype: a student whose passion for craft is not only visible, but world-class. His discipline and artistic achievement offered Stanford something vibrant and tangibly unique. But Ian’s work didn’t stop at performance. He actively built bridges between his talents and his community. He founded two outreach organizations: one in STEM and one in music. Through them, he partnered with institutions like the Ann Arbor District Library and local middle schools to run STEM workshops for over 500 kids and provide free private music lessons to 20 students. He also led rehearsals and sectionals for middle school orchestras while still in high school himself. This deep investment in empowering others through both science and art makes Ian a natural Bridge-Builder. And finally, there was something about Ian’s application that felt real. He spoke openly about how he approached Stanford’s famous roommate essay:

This unpolished tone elevated his application in the best way. While many students over-edit or filter themselves, Ian leaned into sincerity. His essay sounded like someone you’d actually want to live and speak with. That vulnerability, combined with clear excellence, gives Ian a touch of the Genuine Article: someone whose authenticity quietly deepens the impact of everything he’s accomplished.

Throughout high school, Ian noticed gaps in access to music and STEM education in his community. In response, he mobilized resources, built partnerships, and launched programs that opened doors for hundreds of underserved students.

His impact took many forms, including: • Founded a music outreach organization that partnered with local middle schools to support their band and orchestra programs. • Taught weekly private lessons to 20 students, led sectionals, and helped coach ensembles. • Started a STEM outreach initiative, working with organizations like the Ann Arbor District Library and the Huron Valley Watershed Council. • Created workshops to help make STEM learning more hands-on accessible reaching over 500 children in his community • Conducted research on stress and performance among musicians and athletes, then translated his findings into a mental health initiative for Ann Arbor Public Schools Whether through music, mentorship, research, or public service, Ian consistently found ways to share what he loved with others, which is exactly the kind of student Stanford hopes will help build its own collaborative, outward-looking culture.

🎯 Purpose-Driven Passion —Ian followed what he loved and used those passions to create real impact. 🔀 Interdisciplinary Fluidity —He wove a cohesive story by connecting art, science, and service into one clear narrative. 🧭 Impactful Leadership —Every project Ian led was designed to elevate others displaying a mindset that aligns perfectly with Stanford’s values.