If I could create a class that all students in grades K-12 were required to take, it would be a course called “Life Foundations.” This class would focus on essential life skills such as emotional intelligence, financial literacy, communication, nutrition, stress management, and goal setting. These are the tools students need not just to succeed academically, but to thrive personally and socially. By teaching these concepts early and revisiting them throughout a student’s education, we would be preparing young people to face real-world challenges with confidence and resilience. The class would evolve with each grade level. In the early years, students would explore emotions, kindness, and healthy routines. As they grow, the curriculum would shift to include basic budgeting, self-care, time management, and conflict resolution. By high school, the course would incorporate topics like building credit, understanding taxes, job interviews, meal planning, setting personal boundaries, and managing mental health. Each topic would be taught in age-appropriate ways, using hands-on activities, peer discussions, and real-life scenarios. One of the most powerful aspects of this course would be its ability to promote self-awareness and empathy. Students would learn how to identify their emotions, communicate effectively, and understand different perspectives. In a world that often moves too fast, this space would give students time to reflect, listen, and grow. These skills are crucial for building healthy relationships, navigating conflict, and becoming responsible citizens. Financial literacy would also be a cornerstone of the course. Many students graduate high school without understanding how to manage money, apply for a loan, or build a budget. By embedding these lessons throughout their education, students would leave school prepared to make informed financial decisions. This would have a long-term impact on reducing debt, improving credit awareness, and encouraging responsible spending habits. Nutrition and wellness would be emphasized not just from a physical standpoint, but as part of overall mental health. Students would learn how what they eat affects their energy, mood, and focus. They would also be taught how to cope with stress in healthy ways, such as through mindfulness, movement, or creative expression. Mental health would be treated as a priority, not a side topic, helping to remove the stigma and promote emotional well-being across all grade levels. The impact of a class like this would be far-reaching. Students would leave school not only with academic knowledge, but with real-world confidence. They would have the tools to care for themselves, respect others, and contribute meaningfully to their communities. Over time, I believe this kind of education would lead to a generation of more compassionate, self-aware, and capable individuals. Teaching students how to live well, care for themselves and others, and navigate life’s complexities should be as important as teaching math or science. A Life Foundations course would ensure every student has the opportunity to learn these vital skills before stepping into adulthood.

From a young age, I’ve always been drawn to the idea of making a difference in people’s lives. It wasn’t until high school that I realized the classroom could be the perfect place to do just that. Pursuing a career in teaching, specifically in Family and Consumer Sciences Education (FCSE), feels like a natural extension of both my interests and values. FCSE offers students the tools they need to build healthy, independent, and fulfilling lives. For me, there’s nothing more meaningful than helping others develop life skills they’ll carry into adulthood, from nutrition and financial literacy to interpersonal communication and parenting. My passion for teaching was sparked by a teacher who changed everything for me: Mrs. Bentz, my high school Family and Consumer Sciences teacher. From the moment I walked into her classroom, I felt seen and supported in a way I hadn’t experienced before. Her passion for the subject was contagious. Even more impactful was the way she connected with her students as individuals. She made her classroom a place of belonging, where curiosity was encouraged, and success was measured not only by test scores but also by personal growth. She modeled what it means to lead with compassion, creativity, and conviction. Mrs. Bentz didn’t just teach us about meal planning or sewing. She taught us how to think critically about the world and our role in it. I remember a unit we did on early childhood development that sparked something in me. It wasn’t just interesting; it felt important. I realized that FCSE was about more than domestic skills. It was about preparing students to be thoughtful, capable members of their communities. That moment planted the seed that has grown into my desire to become an educator. Through my own education at Indiana University of Pennsylvania, I’ve been fortunate to study the many dimensions of FCSE, from human development and nutrition to teaching strategies and curriculum design. Every course I take deepens my appreciation for the real-world value of this field. The idea that I could one day create a classroom like Mrs. Bentz’s, where students feel supported, empowered, and equipped with skills that matter, is what drives me. Teaching, to me, is about planting seeds of confidence and capability. It is about reaching students who may not feel seen elsewhere, and giving them tools to build better futures for themselves and their families. I am pursuing a career in teaching because I want to be that spark for someone else, just as Mrs. Bentz was for me. If I can help even one student feel the way she made me feel—valued, capable, and inspired—then I will consider my career a success.

I grew up surrounded by the warmth and wisdom of my grandmother, who was a Family and Consumer Sciences teacher. She was more than just an educator—she was a mentor, a nurturer, and an inspiration. From her, I learned how to cook, sew, and care for others. But even more than those skills, she taught me the importance of patience, kindness, and the power of teaching with heart. Watching her impact her students and the community planted a seed in me that has grown into a deep passion for education and service. As I’ve grown older, I’ve come to realize that my calling goes beyond just teaching life skills—it’s about empowering people to live full, confident lives and supporting them through their challenges. That’s why I chose to major in Family and Consumer Sciences Education (FCSE). I want to teach young people essential skills like financial literacy, nutrition, and child development so they can be prepared for the future. But more than that, I want to be a teacher who notices the student who’s struggling, who encourages the one who’s unsure, and who creates a safe, welcoming space for everyone. Alongside my academic journey, my faith has played a central role in shaping who I am. It has been a constant source of strength and guidance. Getting involved in campus ministry during college opened my eyes to the power of community and spiritual support. What started as a way to connect with others soon became a calling. I now serve as a youth ministry intern, where I have the privilege of mentoring teens and young adults, helping them grow spiritually and emotionally. This experience has taught me that ministry and education go hand in hand—both require listening, empathy, and a genuine desire to walk alongside others. One of the most transformative parts of my college experience has been working as an activities assistant in a nursing home. This role has shown me the importance of caregiving in all stages of life. Every day, I have the chance to brighten someone’s day, whether through a simple conversation, a group activity, or just being present. The residents have taught me invaluable lessons about patience, dignity, and the power of small acts of kindness. Their stories and resilience inspire me to be a better person and future educator. These experiences—my grandmother’s influence, my faith, my ministry work, and my caregiving role—have all come together to shape my aspirations. I don’t just want to teach skills; I want to teach hope. I want to be a mentor and role model, showing students that they are capable of more than they sometimes believe. I want to encourage them to pursue their dreams while equipping them with the tools they need to succeed. Looking ahead, I plan to become a Family and Consumer Sciences teacher who also remains active in youth ministry. I see these two paths as intertwined ways to serve and uplift the next generation. My goal is to create spaces where young people feel seen, supported, and prepared for life’s challenges. Whether in the classroom or church, I want to be a source of encouragement, guidance, and love. In many ways, my story is still unfolding, but I am confident that my passions, my faith, and the experiences that have shaped me will continue to guide my path. I’m grateful for every opportunity to learn, grow, and serve—and I’m excited for the future I’m working toward.

Caregiving has become one of the most defining parts of my journey—both personally and professionally. Working as an activities assistant in a nursing home during college has given me a deep understanding of what it means to care for others in meaningful, compassionate ways. While my official role focuses on planning and leading activities, the most important part of what I do is showing up for people who often feel forgotten. Whether I’m playing bingo with residents, sitting quietly with someone having a hard day, or celebrating a birthday with a person whose family couldn't be there, I’ve learned that caregiving is often about the small, consistent acts of love and presence. This experience has done more than just teach me how to serve others—it’s shaped who I am and clarified what I want to do with my life. I am currently majoring in Family and Consumer Sciences Education (FCSE), with plans to become a high school teacher. I chose this field because I want to equip young people with the skills they need to succeed in everyday life—cooking, financial literacy, child development, and health. But more than that, I want to be a teacher who notices her students, supports them emotionally, and helps them develop not only practical skills but also confidence and resilience. My caregiving experience has taught me to be more patient, empathetic, and intentional in my relationships. I’ve learned how to read between the lines, how to offer comfort without needing to fix everything, and how to be a steady presence in someone’s life. These are the very qualities I want to bring into my classroom and future ministry work. I also currently serve as a youth ministry intern, and I see the same emotional and spiritual needs in teens that I see in the elderly—loneliness, uncertainty, and a deep desire to be seen and valued. Caregiving has helped me realize that my true calling is to serve people in both practical and personal ways. Whether I’m teaching a life skills lesson or leading a small group at church, my goal is the same: to walk alongside others, help them grow, and remind them of their worth. It’s an identity I carry with pride—not just as a student or future teacher, but as someone who cares deeply for others. Caregiving hasn’t just influenced my path—it has given it purpose. I look forward to always extending a helping hand to others.

Caregiving, to me, is more than a job—it’s a calling that has profoundly shaped who I am. As a college student majoring in Family and Consumer Sciences Education (FCSE), I’ve been fortunate to work as an activities assistant in a nursing home, where I’ve had the privilege of caring for and supporting elderly residents. This role has given me firsthand experience in caregiving that goes beyond physical tasks; it’s about offering dignity, joy, and human connection to people in a vulnerable stage of life. In my position, I help coordinate and lead activities that promote mental stimulation, emotional well-being, and social engagement. From group games and crafts to one-on-one conversations and memory exercises, every day offers a new opportunity to connect with the residents in a meaningful way. I’ve learned that caregiving isn't always about doing grand things—it’s about being present. Sometimes, just sitting beside someone, holding their hand, or listening to their stories makes all the difference in their day. One of the most touching parts of this work is watching how even small activities, like painting or singing hymns, can lift someone’s spirit. Many of the residents I work with face loneliness, memory loss, or declining health. In those moments, my job becomes more than “leading activities”—it becomes a chance to affirm their worth, share joy, and be a reminder that they’re not forgotten. I’ve celebrated birthdays, sat with residents in grief, and even helped some prepare for visits with loved ones they hadn’t seen in years. These moments have taught me how powerful compassion can be. This experience has deeply shaped my character, career goals, and the way I view the world. It has taught me patience, empathy, and the importance of showing up for people, even in quiet, unseen ways. It’s also helped me become more attentive to others’ emotional needs—skills that are essential in both education and ministry, which are two fields I’m passionate about. As an FCSE major, I plan to become a high school teacher who equips students with practical life skills—like nutrition, child development, financial literacy, and wellness. But more than that, I want to be the kind of educator who notices the student who’s struggling, encourages the one who’s unsure, and creates a classroom where all students feel supported. My caregiving experience has reinforced this vision. I’ve learned how to be gentle but strong, compassionate but focused—and those qualities will serve me well as both a teacher and mentor. In addition to teaching, I also feel called to ministry, specifically working with youth and college students. I currently serve as a youth ministry intern, and my time in caregiving has translated into how I approach ministry. Just like in the nursing home, I’ve found that being present, patient, and emotionally available is what makes the greatest impact. Whether working with teens or the elderly, people remember how you made them feel. That truth drives how I want to lead and serve for the rest of my life. Balancing college coursework, caregiving responsibilities, and ministry involvement has been a challenge, especially financially. While I’m incredibly grateful for the opportunities I’ve had, the reality is that working while attending school full-time puts a lot of pressure on me. That’s why this scholarship matters so much. Receiving this scholarship would lift a huge weight off my shoulders. It would allow me to reduce my work hours and dedicate more time to my student teaching and ministry training—two areas that directly prepare me for my future career. It would also lessen the financial burden that comes with college tuition, textbooks, and commuting to both school and work. More than anything, it would be a tangible encouragement that my hard work and dedication are seen and supported. Emotionally, this scholarship would serve as motivation. It would remind me that I’m not alone in this journey and that others believe in my potential to make a difference. Knowing that someone has invested in me would push me to continue giving my all—not just for myself, but for every student and individual I’ll one day serve. Caregiving has shown me that real change doesn’t always happen in big, dramatic moments. It happens in quiet consistency, in everyday acts of love and support. That’s the kind of difference I want to make in the world—through education, through ministry, and through simply showing up for people in whatever stage of life they’re in. This scholarship would help me take the next step in that journey with confidence, focus, and the resources I need to succeed. I’m deeply thankful for the opportunity to apply, and I look forward to using my education, experience, and heart for service to make a lasting, positive impact on the lives of others.

My name is Alexis Shirk, and I am currently pursuing a degree in Family and Consumer Sciences Education (FCSE). I chose this path because I am passionate about equipping young people with the tools they need to live healthy, independent, and fulfilling lives. I’ve always felt called to teach and to serve, and FCSE is the perfect combination of both. It allows me to provide students with real-life knowledge—like financial literacy, nutrition, child development, and relationship skills—while also helping them build confidence, character, and a strong foundation for their future. My passion for this work began early in life. I was heavily influenced by my grandmother, who was also a Family and Consumer Sciences teacher. She taught me to cook, sew, and care for others, but more importantly, she showed me what it looks like to teach with heart. She believed that every person—no matter their background—deserved to be seen, heard, and prepared for the world. That legacy lives on in me today and continues to shape my desire to be an educator who empowers others. Alongside my studies, I’ve also had the opportunity to serve in campus ministry during college and currently work as a youth ministry intern. These experiences have had a powerful impact on my personal growth and future goals. Through ministry, I’ve mentored students, led small groups, and walked alongside young people through some of the most important seasons of their lives. I’ve seen how much it means for someone to show up, speak life, and provide steady guidance. This experience has deepened my calling—not only to teach in schools, but also to continue ministering to youth and college students as part of my long-term mission. After graduation, I plan to work as a Family and Consumer Sciences teacher in a high school setting while also remaining involved in youth and campus ministry. I hope to create a classroom environment where students learn valuable skills, feel supported, and begin to understand their worth and potential. At the same time, I want to continue mentoring students in their faith, helping them grow spiritually and emotionally as they prepare for adulthood. In all that I do, I want to make a lasting, positive impact by teaching with compassion, leading with integrity, and serving with purpose. Through education and ministry, I hope to help others live fuller, more empowered lives. I am always working on finding ways to set an example to others.

Faith is the foundation of everything I do. It has shaped my values, directed my decisions, and continues to guide me as I pursue both my academic and professional goals. My relationship with God has not only sustained me through challenges, but it has also given me clarity and purpose about the kind of life I want to live and the kind of impact I want to make. It’s because of my faith that I chose to major in Family and Consumer Sciences Education (FCSE), and it’s because of my faith that I’m currently serving as a youth ministry intern, equipping the next generation with both spiritual truth and practical life skills. My journey in ministry began during my time in college, where I got involved with campus ministry. At first, I was simply looking for a place to belong—a community where I could grow in my faith and find support during a season of transition. What I found was far more. Campus ministry became the space where I discovered my gifts, developed leadership skills, and realized my calling to serve others. Through weekly Bible studies, worship nights, mentoring relationships, and service projects, I grew not only spiritually, but personally and professionally. I learned how to speak in front of groups, disciple others, and plan events—skills I now use every day. Eventually, I took on more leadership within campus ministry, helping to mentor younger students and lead small groups. The joy I experienced while walking alongside others in their faith journeys sparked something deeper in me. I realized that ministry wasn’t just something I did on the side—it was something I was called to. That realization led me to take a step further and accept a position as a youth ministry intern, where I now serve middle and high school students through teaching, mentoring, and leading activities at church. Being in this role has reaffirmed my belief that young people need both spiritual guidance and life preparation—and that I’m in a unique position to offer both. That’s where my major in Family and Consumer Sciences Education comes in. FCSE is all about equipping students with essential life skills—things like cooking, financial literacy, child development, nutrition, and career readiness. These are areas of life that many teens and young adults struggle with, especially those who haven’t had strong mentors or stable home environments. I want to be a teacher who helps students prepare for life in a practical way, while also pointing them to a greater purpose. Whether it’s in a traditional classroom, a youth group, or a community center, I want to empower young people to live responsibly, confidently, and with compassion for others. Faith has deeply impacted the way I view education. For me, teaching isn’t just about academics—it’s about ministry. Every student has value, purpose, and potential, and I want to be someone who helps them realize that. I believe that the classroom can be a place where students feel safe, seen, and supported. My faith gives me the patience, wisdom, and love required to teach in a way that transforms lives, not just minds. While my faith has been my strongest motivator, I’ve also been inspired by the people around me—especially my family and mentors. My grandmother was a Family and Consumer Sciences teacher, and she had a profound influence on my life. She taught me how to cook and sew, but more importantly, she modeled what it looks like to teach with heart. She believed in education that went beyond the textbook, and that’s exactly what I hope to carry forward. My parents have also been incredibly supportive of my decision to pursue higher education. Although finances have sometimes been a challenge, they’ve always encouraged me to follow God’s calling on my life and reminded me of the long-term value of a college degree. Their belief in me has kept me going, even on the hard days. And the encouragement I’ve received from mentors in both ministry and education has reminded me that I’m on the right path, blending my gifts in a way that honors God and serves others.

Graduating with a college degree is much more than a personal milestone—it represents the fulfillment of years of hard work, the realization of a dream that has driven me since childhood, and the beginning of a journey I’ve felt called to pursue for a long time. As a Family and Consumer Sciences Education major, I am passionate about teaching life skills that build strong individuals and healthier communities. But beyond the classroom, I also feel a deep calling toward ministry—specifically campus ministry—where I can pour into the lives of young adults, help them grow spiritually, and walk with them through some of the most formative years of their lives. Once I achieve my goal of graduating with a degree in Family and Consumer Sciences Education, I hope to blend my passion for education and ministry in a way that brings long-term impact to individuals and families. My degree equips me to teach essential life skills such as nutrition, financial literacy, child development, and personal wellness—skills that so many young adults are missing when they leave home. Whether I find myself teaching in a high school classroom, leading life-skills workshops through a church or nonprofit, or offering guidance through a campus ministry program, my ultimate goal is to empower people—especially young women—to live independently, confidently, and with purpose. Family and Consumer Sciences Education is often overlooked, but it is one of the most important fields when it comes to equipping people for real life. I chose this major because I believe in teaching the "whole person." So many students leave high school without knowing how to cook a basic meal, manage their money, or take care of themselves emotionally. These are skills that FCS teachers provide—and I want to be part of that legacy. I believe that when young people are given the tools to care for themselves and their future families, they are more likely to succeed and contribute positively to society. At the same time, my heart has been drawn toward ministry. During my own college experience, campus ministry played a huge role in my personal and spiritual growth. It became a safe place where I could ask hard questions, build lasting friendships, and discover my purpose. It also helped me understand how desperately students need encouragement, support, and someone to walk alongside them during a season that can be both exciting and overwhelming. I hope to serve in campus ministry after graduation—whether part-time while teaching or as a full-time role—helping students navigate life through the lens of faith, service, and practical skills. In many ways, my major and my ministry calling go hand in hand. Family and Consumer Sciences is all about helping people thrive in the everyday—physically, emotionally, relationally, and financially. Ministry is about helping people thrive spiritually and walk in their identity and purpose. My long-term vision is to bring these two worlds together by creating spaces—whether classrooms, small groups, or workshops—where people can grow holistically. I want to teach not just content, but character. Not just recipes and budgets, but resilience and balance. Pursuing a dual calling in education and ministry hasn’t always been easy. Balancing school, part-time work, and leadership roles in campus ministry has stretched me in more ways than I can count. There have been moments of doubt and financial stress that have made me question whether I could keep going. That’s why receiving this scholarship would be such a powerful encouragement. The financial support would not only ease the burden of tuition and other academic expenses but also allow me to focus more fully on my studies, internships, and ministry involvement without constantly worrying about how to make ends meet. Every dollar matters. With this scholarship, I could afford to reduce my work hours, which would give me more time for student teaching, volunteering, and preparing for my career. It would give me the space to pursue excellence in all areas of my education—academically, professionally, and spiritually. Even more importantly, it would serve as a tangible reminder that people believe in my vision, my potential, and the work I feel called to do. That kind of support carries emotional weight—it motivates me to keep pressing forward, even on the hard days. In the future, I envision myself creating programs that merge practical education with spiritual mentorship. For example, I dream of starting a ministry for college students that not only offers Bible studies and worship nights, but also cooking classes, budgeting help, career planning, and relationship workshops—all through the lens of faith and service. I believe this holistic approach to growth is exactly what many students need, especially those who may not have had stable role models or access to basic life skills. I also hope to work in underserved schools or communities, where Family and Consumer Sciences education can truly make a difference. I want to be the kind of teacher who doesn't just cover the standards but takes the time to see each student as a person—someone with gifts, challenges, and untapped potential. If even one student walks away from my classroom with the confidence to cook their first meal, care for a future child, or build a healthy relationship, I will know that my work has mattered. This scholarship would be an investment in that future—not just my future, but the future of every student I hope to serve. It would allow me to complete my education with less debt, less stress, and more energy to pour into my passions. It would allow me to continue saying “yes” to the opportunities that prepare me to lead, teach, and serve with integrity. It would also be a blessing to my family, who have supported me every step of the way, even when resources were tight. In conclusion, earning my degree in Family and Consumer Sciences Education is the foundation for a life of impact—inside and outside the classroom. My career goals include teaching essential life skills, supporting young adults through campus ministry, and eventually creating programs that combine faith and practical education. Receiving this scholarship would give me the freedom and encouragement to continue pursuing those goals with excellence and focus. I am incredibly grateful for the opportunity to apply, and I am committed to using my education not just for myself, but to lift up others and make a lasting difference in the lives I touch.

As a Family and Consumer Sciences (FCS) major, one of the most important areas I’m passionate about is early childhood development. I believe that the earliest years of a child’s life are foundational—and by supporting young children and their families, we are helping to shape healthier, more successful generations. Through both my education and future career, I am committed to equipping parents, caregivers, and future educators with the knowledge and resources they need to give every child the best possible start in life. My decision to pursue this field was influenced by several factors. Growing up, I had the privilege of learning from strong women in my family—especially my grandmother, who was a Family and Consumer Science teacher. She taught me the importance of life skills, child care, and home management. I also had opportunities to volunteer with young children, both in classroom and daycare settings, and saw how critical it was for children to receive consistent emotional support, nutritious meals, and stimulating environments. These experiences sparked a deeper interest in the developmental stages of early childhood and how education can play a role in helping families thrive. As an FCS major, I’ve been able to study human development, family dynamics, nutrition, and child guidance. This multidisciplinary approach has given me a strong understanding of how various factors—health, home environment, parenting styles, and education—interact to influence a child's growth. I plan to use this knowledge to support early childhood development in both direct and indirect ways. Whether I become an FCS educator in a high school setting or work within a community program, my goal is to empower young people and parents with practical skills and evidence-based information that promotes healthy development. I also plan to advocate for the importance of quality early childhood education and family support services. Through workshops, parenting classes, and community outreach, I hope to provide families with tools for positive discipline, developmental play, literacy activities, and balanced nutrition. Many parents and caregivers simply don’t have access to this information, and I want to be part of changing that. Supporting early childhood development is not just about helping children—it’s about strengthening families and building stronger communities. With the foundation I’m gaining as a Family and Consumer Sciences major, I feel confident and motivated to make a meaningful difference in this field. I’m excited to continue learning, growing, and one day leading programs that give every child a fair and healthy start.

As a Family and Consumer Sciences major, I am deeply committed to empowering women and advancing the cause of gender equality—not just through big-picture advocacy, but through the practical, everyday skills that build confidence, independence, and lifelong success. My passion for this work is rooted in the belief that knowledge is power, and when women are equipped with essential life skills—whether it's financial literacy, nutrition, parenting, or clothing construction—they are better able to lead secure, healthy, and fulfilling lives. I’ve seen this kind of empowerment firsthand in my own life, especially through the influence of my grandmother, a former Family and Consumer Science teacher. She taught me how to cook, sew, and care for others—not just as tasks, but as tools for self-sufficiency and resilience. Watching her guide young women in her classroom and in our community helped me understand that FCS is much more than domestic work; it's a pathway to personal agency. That legacy inspired me to pursue this field, and now I want to do the same for others. My career goal is to become a Family and Consumer Sciences educator in a public high school setting, where I can help young women (and young men) develop the skills they need to navigate adulthood with confidence. I believe FCS is uniquely positioned to support young women as they transition into adulthood, particularly those from underserved communities who may not have had access to the same resources at home. By teaching real-world skills—budgeting, meal planning, job readiness, child development—I aim to help students gain not only technical knowledge but also a sense of empowerment and control over their futures. But my vision doesn’t stop at the classroom. I hope to extend my impact by organizing community workshops for women of all ages, especially single mothers and young adults. These programs would provide practical education in areas like home management, career development, and wellness—topics that can have a transformative impact when made accessible and engaging. I also plan to collaborate with local organizations to provide mentorship opportunities and resources to women reentering the workforce or managing life transitions. Empowering women doesn’t always mean leading marches or passing laws—sometimes it means showing a young girl how to manage her first paycheck, teaching a single mom how to prepare healthy meals on a budget, or helping someone repair clothing instead of replacing it. These small, practical acts can lead to profound change. As a future educator, I plan to lead with empathy, cultural awareness, and a commitment to making every woman I teach feel seen, capable, and strong. In short, I’m dedicated to advancing the cause of women’s empowerment by giving them the tools to build stable, successful lives—starting with the lessons taught in every Family and Consumer Sciences classroom.

I always strive to meet my short and long-term goals everyday. A current short term goal is to win PAFCS student state representative, so I can share what college students are working on and in turn gain knowledge from graduates. Another short term goal is to continue getting involved in my community and attending conferences. Having the opportunity to attend FCCLA conferences and be able to make an impact now on high school students is huge for me. My last short term goal is to take summer and winter classes, so I can graduate a year early. I am very excited to get into the FCS field and start applying my knowledge in the classroom. My long-term goal is to get a job teaching FCS right after graduating college and work until retirement. Second, I never had the opportunity to participate in FCCLA in highschool so I want to make sure I give my students the opportunity to be involved in FCCLA. Alongside making sure my future students have opportunities, I want to always strive to go above and beyond as a teacher making sure my students have a bright future after highschool. I chose an undergraduate degree in family and consumer science education because I have such a passion for all it entails. I know every single generation moving forward needs FCS to feel confident that they can be independent individuals after high school. I’ve always known I wanted to be an educator. Once I found FCS, I knew that's what I wanted to study and spend the rest of my life pursuing. The excitement to get into the classroom and engage with students and start lesson planning, encourages me to work hard in my 4 years at IUP. It should be required to take Independent living and Adulting 101 in high school because our generation needs it more than ever. I took some of the most valuable lessons from those courses like learning how to write a check, keep track of your mortgage, apply for loans etc. and having those courses have made me a confident, independent individual. I plan to impact the field of FCS with my work by always going above and beyond. I want to encourage and challenge my students to be the best they can be. It's so important for us as teachers to hold our students to high expectations. Then the student sees how much potential they have and it shows how much we believe in them. Not only that but I want to help students find their career path after high school because their futures are so important. Alongside my students, I also plan on being a HUGS mentor once I become a teacher. I appreciate my mentor so much and I want to be able to guide and direct other FCS college students one day too.

If you ask me who had the most profound impact on my decision to pursue a career in education—specifically in Family and Consumer Sciences—I wouldn’t hesitate for a second. It was my grandmother. Long before I ever walked into a college classroom or declared my major, I was learning in the best classroom of all: her kitchen. Her sewing room. Her garden. Her life. She wasn’t just my grandma; she was a former Family and Consumer Science teacher, a master of her craft, and the first person who showed me the joy of teaching and the beauty of creating something with your own hands. Some of my earliest and fondest memories involve standing on a stool beside her in the kitchen, helping her stir cake batter or knead bread dough. At the time, I didn’t know she was teaching me anything—she made it feel like fun, like a special adventure just for the two of us. But looking back, she was doing exactly what the best educators do: guiding me gently, encouraging me patiently, and giving me the skills to become independent. She had a way of making everything feel important, even the smallest tasks. Measuring flour wasn’t just about baking; it was about precision, patience, and attention to detail. Sewing a button wasn’t just a chore—it was a life skill that empowered me to fix, create, and express myself through fabric. My grandmother didn’t just teach these things—she lived them. She approached every skill she passed on with the same care and intentionality she must have brought to her classroom during her teaching career. And through those countless hours of cooking, sewing, and talking, she taught me more than I ever realized at the time. What made her so special wasn’t just her expertise, but her passion. She genuinely loved to teach. I remember how her eyes would light up when I asked her how to make her famous pie crust or how to thread her vintage sewing machine. She never rushed, never brushed off my questions. She’d smile and say, “Let’s do it together.” That phrase became something of a mantra in her home. Whether we were organizing recipes, canning peaches, or hemming a pair of pants, she always made it a team effort. She modeled exactly the kind of educator I want to be—one who empowers students by walking beside them. As I grew older, I began to understand just how influential my grandmother had been in shaping my values and interests. While many of my peers struggled to figure out what they wanted to do after high school, I felt a clear pull toward Family and Consumer Sciences. It wasn’t just a subject—it was part of who I was. I had seen firsthand how these life skills could build confidence, independence, and creativity. I knew how powerful it felt to cook a meal from scratch or design something with your own hands. I also knew how empowering it was to have someone—like my grandmother—teach you those things with love and patience. When I finally decided to pursue a degree in Family and Consumer Sciences education, my grandma was the first person I told. She cried happy tears and hugged me so tightly I could hardly breathe. “You’re going to be wonderful,” she whispered. “You’ve got it in your heart.” That moment still lives with me, especially during the hard days when college feels overwhelming or I start doubting myself. I remember her words, her faith in me, and the legacy I’m carrying forward. Being in college now, studying the very subject she once taught, feels like coming full circle. Every time I learn something new—whether it's in nutrition, child development, or interior design—I find myself thinking about how she would teach it. I try to imagine her in front of a classroom, using real-life examples, telling stories, and showing her students how these lessons applied to their futures. That’s how I want to teach one day—not just from textbooks, but from life, with kindness and clarity. She also taught me that Family and Consumer Sciences isn’t just about home economics or domestic tasks—it’s about building strong, sustainable communities. It’s about teaching young people how to take care of themselves and others, how to budget, how to prepare meals, how to create nurturing environments. These are essential life skills that too often go overlooked in modern education, but my grandmother knew their value. And now, I do too. What makes this journey even more special is knowing I’m not just following in her footsteps—I’m continuing her legacy. Every skill she passed down to me, I’ll pass on to my future students. Every lesson she taught me—whether spoken or shown through her actions—will find its way into my classroom. When I help a student sew their first pillow or cook their first meal, I’ll be channeling her. When I encourage someone who feels unsure or behind, I’ll remember how gently and persistently she guided me, always with grace and encouragement. In many ways, I already feel like a teacher. I’ve helped classmates learn techniques she taught me, offered sewing help in group projects, and even led a cooking demo at a campus event. Each of those experiences confirmed that I’m in the right place—that this is what I was meant to do. And it all goes back to my grandmother, who believed in the power of education, the dignity of life skills, and the importance of teaching with heart. So, who had the most profound impact on my life and my decision to work in education? It was my grandma. My teacher before I ever had a teacher. My example of strength, skill, and compassion. I chose this path because of her, and every day I work toward becoming the kind of educator she was—one who teaches not just with knowledge, but with love.