I had little exposure to engineering growing up. I did not know what I wanted to be when I grew up and defaulted to computer science because most of the influences in my life had a career in computer science. However, I was introduced to mechanical engineering this past summer, which shifted my perspective. I was accepted into a selective pre-college program, where I had the opportunity to visit a research lab in the engineering department. I was surrounded by projects dealing with various subjects, but the project experimenting with converting gas-driven cars to electric cars stood out to me. I saw the processes used to develop the project to the point it was at, and I was fascinated by the ideation to enactment process of engineering. This experience kickstarted my interest in mechanical engineering as a major and career choice. The pre-college program also gave me a leadership opportunity with other prospective engineering major students in the Social Justice Project. As the Artistic Director of the project, I assisted in determining the unique approach to our project, communicated with different team members, ensured that everyone had a role, and created the assets used in the final project. My fascination with mechanical engineering also stems from my interest in math and creativity. Engineering requires you to think outside the box and challenge your brain to take different approaches, using skills developed in practicing math with a creative mindset. I had a taste for analysis in personal and school projects, such as when I programmed robots to navigate directed paths, and I also enjoyed this aspect of mechanical engineering. After dabbling in these interests, I wanted to explore them further and learn more about the fields surrounding engineering. I experimented with my interests by joining various clubs and programs. I joined the WiSTEM club, which showed me how to apply mathematical techniques to projects such as creating a mathematically sound first-floor layout to a building. I also attended Girls in Technology, a program that allowed me to see more projects revolving around engineering, where I was inspired by a project that used virtual reality sensors to visualize three-dimensional prototypes. I also participated in a pre-college program where I saw a research lab experimenting with converting gas-driven cars to electric cars. There, I was fascinated by the ideation to implementation process of engineering. Seeing other people’s intricate inventions drives me to create my own designs and enjoy each trial and error.

My fascination with mechanical engineering stems from my interest in math and creativity. Engineering requires you to think outside the box and challenge your brain to take different approaches, using skills developed in practicing math with a creative mindset. Due to my fascination with mathematics, I have developed a skill in the field, and I have a reputation for consistently high grades in honors-level math, setting the standard for my classmates. Additionally, I had a taste of analysis in personal and school projects, such as when I programmed robots to navigate directed paths, and found that I also enjoy this aspect of mechanical engineering. After dabbling in these interests, I wanted to explore them further and learn more about the fields surrounding engineering. I experimented with my interests by joining various clubs and programs. I joined the WiSTEM club, which showed me how to apply mathematical techniques to projects such as creating a mathematically sound first-floor layout of a building. I also attended Girls in Technology, where I was inspired by a project that used virtual reality sensors to visualize three-dimensional prototypes. I also participated in a pre-college program where I saw a research lab experimenting with converting gas-driven cars to electric cars. There, I was fascinated by the ideation to implementation process of engineering. Seeing other people’s intricate inventions drives me to create my own designs and enjoy each trial and error. I was also selected to attend a selective High School Visitation Event at the University of Virginia. While I enjoyed the lectures and laboratory visits, the majors fair stood out most. I was privileged to speak with two graduate students who shared their experiences. They also offered advice regarding the general college process. These two students gave me a glance into the supportive culture at many universities. I have had additional conversations with undergraduate students and professors who shared a similar attitude. This experience encouraged me further to go into the engineering field. Pursuing a degree in this field will give me opportunities to research, study abroad, and have internships, which I want to take advantage of. The engineering field also offers a unique environment where I am allowed to be creative. I can also expand my experience in engineering by communicating with and being inspired by other engineers studying alongside me. At university, I will be surrounded by a culture that values innovation and will invest in those who have ideas but no means to actualize them.

If “change is the law of life,” then I would rather live in anarchy. . . is what I would have said three years ago. I grew up in the shadows, avoiding unnecessary responsibility and pressure that would cause me to stand out. I faithfully maintained my routine until I was thrown into a leadership position at my church. The Amanuel Ethiopian Evangelical Church lost many of its teachers, preventing them from hosting a children’s service. Naturally, an online service was made, and I was pushed into the “Sunday School Teacher” role. I dreaded Sundays. My routine was forced to make room for preparing for meetings at nine a.m. This shift made me noticeably anxious at the end of each week. I became more worried about what they would think about me rather than what I was supposed to teach them. Preparing the materials throughout the week also led to me having trouble balancing my school work with my church responsibilities. The students’ engagement left much to be desired, making me more nervous. After a year of teaching the children, I became more comfortable around them and got to know them better face-to-face. Before and after classes, we would talk about our lives outside of class, and I started seeing how much influence I had over them. They would ask me for advice on their everyday problems, genuinely considering what I said. I realized that if I did not work on myself, then I would not be able to be someone they should look up to. I should be the best version of myself to help them become the best versions of themselves. I needed to find out what was holding me back to improve myself. After pondering the question, I identified my difficulty as one within my mindset: I was fixed on what everybody thought about me. I was constantly wary of my actions and overthought what I thought I did wrong. Because I was constantly on edge, I could not live in the moment. I started my self-improvement journey by focusing on enjoying my time with the children instead of worrying about how others viewed me, and my confidence gradually rose. I organized a once-a-month gathering at a park to play soccer together. I also would play their favorite games with them often. As a result, we got more comfortable with each other. Rather than counting down the minutes until the meetings were over, I wished they could last longer. I connected with the children, who were more engaged than before. We became like a family. This change was also reflected in other areas of life, such as the classroom, where I became more involved with my classmates. After seeing the effect of changing my attitude, I realized how much your attitude affects your surroundings. You cannot have a negative mindset and expect positive results after all. Understanding this, I can now better connect and communicate with others. This skill helped me lead the group development of a game for young children to improve their social skills, which were compromised by the effects of the pandemic. The results of overcoming my problem have also helped me realize that I am not satisfied with only addressing one shortcoming. Instead, I am working hard to improve myself further for myself and those affected by me. I will be better equipped to do so in a college environment where I can connect with others while working to advance my credentials and knowledge. The children that I mentored and watched grow became the ones making a positive impact on me after all.

My fascination with mechanical engineering stems from my interest in math and creativity. Engineering requires you to think outside the box and challenge your brain to take different approaches, using skills developed in practicing math with a creative mindset. Due to my fascination with mathematics, I have developed a skill in the field, and I have a reputation for consistently high grades in honors-level math, setting the standard for my classmates. Additionally, I had a taste of analysis in personal and school projects, such as when I programmed robots to navigate directed paths, and found that I also enjoy this aspect of mechanical engineering. After dabbling in these interests, I wanted to explore them further and learn more about the fields surrounding engineering. I experimented with my interests by joining various clubs and programs. I joined the WiSTEM club, which showed me how to apply mathematical techniques to projects such as creating a mathematically sound first-floor layout of a building. I also attended Girls in Technology, where I was inspired by a project that used virtual reality sensors to visualize three-dimensional prototypes. I also participated in a pre-college program where I saw a research lab experimenting with converting gas-driven cars to electric cars. There, I was fascinated by the ideation to implementation process of engineering. Seeing other people’s intricate inventions drives me to create my own designs and enjoy each trial and error. I was also selected to attend a selective High School Visitation Event at the University of Virginia. While I enjoyed the lectures and laboratory visits, the majors fair stood out most. I was privileged to speak with two graduate students who shared their experiences. They also offered advice regarding the general college process. These two students gave me a glance into the supportive culture at many universities. I have had additional conversations with undergraduate students and professors who shared a similar attitude. This experience encouraged me further to go into the engineering field. Pursuing a degree in this field will give me opportunities to research, study abroad, and have internships, which I want to take advantage of. The engineering field also offers a unique environment where I am allowed to be creative. I can also expand my experience in engineering by communicating with and being inspired by other engineers studying alongside me. At university, I will be surrounded by a culture that values innovation and will invest in those who have ideas but no means to actualize them.