Therese Ingelaere Murray Memorial Scholarship

Teaching, to me, is both a calling and a responsibility. It is the space where empathy meets action and where knowledge becomes empowerment. My passion for teaching has grown from my academic interests, my professional experiences, and my deep belief that education can transform lives, especially for students who may not always feel seen or supported. I am a graduate of Kutztown University, where my studies in psychology shaped the way I understand the world. I became especially interested in how social structures, historical inequalities, and personal identity intersect to influence students' educational experiences. Learning about these systems felt urgent to me, and I began to see education not only as the transmission of information, but as a powerful tool for equity and social mobility. This perspective continues to guide my work. Currently, I serve as a Credit Recovery and Distance Learning Educator at Garinger High School in the Charlotte-Mecklenburg School District. In this role, I work primarily with students who have struggled in traditional academic settings. Many of them carry the weight of personal challenges, gaps in foundational skills, or the discouragement of previous academic setbacks. My classroom is not just a place to complete missing credits, but it is a space where students can rebuild confidence and rediscover their capability. Teaching in a credit recovery setting has strengthened my belief that every student deserves patience, structure, and genuine belief in their potential. I have learned that relationships are the foundation of academic growth. When students feel respected and understood, they are more willing to take risks, ask questions, and push themselves beyond what they thought possible. My goal is to create a classroom environment that balances high expectations with unwavering support. Teaching is important to me because I see it as a form of advocacy. As someone who is deeply interested in history, I recognize how educational inequities have shaped communities over generations. I want to be part of changing that narrative. I am especially committed to working in Title I schools, where resources may be limited but potential is abundant. I want my students to see education not as an obstacle, but as a pathway to opportunity, to agency, and to a fuller understanding of themselves and the world around them. For myself, I aim to grow into a high school social studies and history teacher who inspires critical thinking and civic engagement. I want to design lessons that connect historical events to present realities, helping students analyze systems, question assumptions, and develop informed perspectives. I hope to continue refining my instructional strategies so that I can better meet diverse learning needs and support students holistically. For my students, I want more than academic success. I want them to develop confidence, resilience, and curiosity. I want them to graduate believing in their own intellectual ability and understanding that their voices matter. Ultimately, my passion for teaching stems from a simple but profound belief that when we invest in students with intention, compassion, and high expectations, we do more than teach content, we help shape futures.