Everyone had their laptops open, eagerly dragging blocks to create the next line of code that would move their player. At the bottom of the stairs, however, one student's laptop was closed, and he sat curled into the corner, disconnected from the excitement around him. As co-president of my high school's STEM Club, I organized a technology outreach event for students at my former rural elementary school to introduce them to coding through Code.org and hands-on robotics. My co-president and I spent weeks coordinating volunteers, preparing lessons, and securing the funding and technology we needed through a corporate sponsorship. As the lesson began, most students eagerly worked through coding challenges, learning how to use simple commands to move characters across their screens. Then I noticed one student who had become overwhelmed. He slammed his laptop shut, buried his face in his knees, and refused to continue. I quietly sat beside him and asked if he would show me what had happened. After a few moments, he reluctantly opened his Chromebook to reveal an error message telling him to check his code. I reassured him that mistakes are part of learning and that we would solve the problem together, one step at a time. With patience and encouragement, he corrected his program, and before long, he was smiling as his code worked. By the end of the event series, he had progressed from basic coding exercises to programming calculator-controlled robots alongside the rest of the class. Although I organized the event to teach coding, I left with a much greater understanding of what it means to serve others. Volunteering is not simply about sharing knowledge or manpower; it is about recognizing when someone needs support and helping them build the confidence to keep trying. Watching that student's frustration turn into excitement reminded me that even a small act of encouragement can have a lasting impact. Returning to my former elementary school also gave me the opportunity to give back to the community that shaped me. Like many students there, I had to seek experiences outside the classroom to discover my passion for technology. By organizing this outreach event, I hoped to give younger students the exposure and encouragement I wish I had received at their age. If even one student left believing they belonged in STEM, then our efforts made a meaningful difference. My commitment to service continued when I arrived at Maryville University. Seeing that our community service organization had become inactive, I worked alongside other student leaders to help restart MPACT. As secretary, I help coordinate volunteer events, communicate with members, and encourage students to get involved. Together, we have packed meals at local food banks, partnered with occupational therapy students to create adaptive gaming experiences for children with disabilities, and organized campus initiatives that promote kindness and community engagement throughout the St. Louis community. Rebuilding MPACT has shown me that service is most impactful when it inspires others to join in and create positive change together. These experiences have shaped my understanding of leadership through service. Leadership is not about holding a title or directing others. It is about recognizing a need, taking initiative, and creating opportunities for others to make a difference. Whether I am mentoring a frustrated student learning to code or organizing volunteer projects that strengthen the St. Louis community, I have learned that the best leaders measure success by the lives they impact. By serving others first, I can empower people to discover their confidence, strengthen their communities, and inspire them to serve others in return.

Growing up in rural, cornstalks-for-miles Illinois, I never thought I’d end up in cybersecurity, mainly because I didn’t even know what it was. My high school didn’t offer tech programs, and the closest thing to computer science was typing class. So when I applied to the GenCyber Summer Camp at Illinois State University, I wasn’t exactly expecting to find a passion for tinkering and computers. Walking into the lab that first day, I felt completely out of place. I was one of the only girls there, surrounded by people who talked about coding and computer science like it was their second language. Still, I figured I’d make the most of it. That week, we learned the basics of coding and cybersecurity concepts, but what really changed everything for me was the group tinkering project. Our task was to build something that could help our community using a Raspberry Pi computer. My group of three students from different schools threw around ideas ranging from weather stations to smart door locks. But after a brainstorming session, we decided to build an earthquake detector. There were only a few, small earthquakes I have experienced in Illinois, but this was something that would matter to many people in other areas of the world. Using a Raspberry Pi, sensors, and a lot of trial and error, we worked hard to tweak code, test readings, and troubleshoot why our alarm wouldn’t stop blaring. When we finally got it to work, a sensor that detected vibrations, calculated intensity, and triggered an alarm, we marveled at our creation. Seeing the amazed look on the instructors' and other students' faces while we presented, it was the first time I saw technology as something that could truly delight others. We had taken lines of code and a tiny circuit board and turned them into something real and useful. That project was the moment everything clicked. I realized I loved the process of problem-solving, the creativity of “hacking” something together from scratch, and the thrill of making people smile when it actually worked. My teammates were proud, our instructors were impressed, and I walked away with a spark I hadn’t expected, a genuine excitement for cybersecurity. Looking back, what started as a random summer camp experiment became the foundation for my career path. That small, buzzing earthquake detector represented so much more than a finished project; it was the first time I felt confident in my ability to build something meaningful. I had delighted others through tinkering, but more importantly, I had discovered how technology could be a force for good. Now, as I continue my studies in cybersecurity, I still think back to that moment in the computer lab. It reminds me that hacking isn’t just about breaking barriers; it’s about building connections, sparking curiosity, and inspiring others along the way.

Everyone had their laptop open, eagerly dragging blocks to create the next line of code that would move their player, but at the bottom of the stairs, there was one laptop and student closed off to the world. It was a day filled with sunshine and excitement when the STEM Club went to teach rural elementary school students about the fundamentals of technology and coding. After the hours my co-president and I spent coordinating and planning this initiative, we were eager to see our plan in motion. “Alright, students, today we will learn the fundamentals of coding on Code.org.” I announced, “I know you all are excited about the robots we have, but first we need to learn how to speak in the language of computers to communicate with them.” We rolled out the cart of Chromebooks and handed one to each student to start their coding journey. Most were excited, listening to the high school helpers on how to instruct their computers to move the figures around, but there was one disengaged student. Out of the corner of my eye, I see him slam his laptop closed and cower into the corner, burying his face in his knees. I gently sit next to him. “I see we are a little frustrated. Do you mind if I see what you were working on?” After a few minutes of silence, he begrudgingly opens his Chromebook to show me a screen telling him to look at his code and try again. “That’s fine, everyone makes mistakes. Let’s go through it together, one step at a time.” After just a little one-on-one time with this student, he was off to the races with the rest of the coding assignment, eventually being able to translate those skills to more complex machines, such as calculator-controlled robots. I knew going into this project, I wanted to inspire these students to explore and grow an interest in technology, but I underestimated the difference that patience and empathy can make on the confidence of a discouraged student. This experience highlighted a local issue I care deeply about, which is the digital divide and limited access to technology education in rural communities. I personally attended this school and, like many students there, had to seek outside resources to discover my interest in technology and STEM. Students like him have the curiosity and interest in STEM, but without guidance, resources, and confidence, that potential can go unrealized. By offering support and encouragement, I was able to help him engage, learn, and gain confidence, a small but meaningful step toward equal access to STEM opportunities. My passions lie in making an impact in the cybersecurity world and protecting against future breaches, but if they do happen, being the person who helps restore order. After completing my degree at Maryville University in cybersecurity and management/leadership, I aspire to become an incident responder to help businesses and people who need it most recover from a cyberattack. With my skills in problem-solving, network security, and the ability to work under pressure, I know I will be a valuable asset to teams working towards mitigating the negative effects of an attack and preventing future breaches. Regardless of whether I’m in a classroom or a crisis, I’m committed to using STEM not just as a career path, but to empower others and enhance the digital security of the world.

I look around the room, where monitors and TVs cover the walls, all displaying black backgrounds with lime-green text; I had never been more nervous in my life. This was the first day I decided to join the meeting of the Maryville University Ethical Hackers. Nothing is more intimidating than walking into a room full of people that you don’t know and recognizing your differences from every one of them. I am the only woman there, nevertheless a bisexual woman, in a meeting where I know very little about cybersecurity, but that didn’t stop me from taking up a seat on the couch. Now, I look back on that first meeting and wonder what would have happened if I had turned back and walked out the door because I was frightened. I can tell you a couple of things. I wouldn’t have met lifelong friends, wouldn’t have learned exciting and complex cybersecurity knowledge, and wouldn’t have pushed myself to try something new, even though I was different. Luckily, the ethical hackers club at my university is very supportive and welcoming, but I know that is not always the case in the world of cybersecurity. Keeping this in mind, I want to be that support for students interested in pursuing cybersecurity or technology. Recently, I was the head of a STEM Club committee to bring technology education to a local, rural elementary school. In this project, we created a curriculum for 4th and 5th-grade students to learn about technology and coding. We started with block coding on Code.org and worked our way up to coding calculator robots to draw shapes! Watching the students' faces fill with joy when learning showed me how important technology outreach is, especially for students who typically don’t see themselves in that space. Being from that rural community, I have felt ashamed of my sexuality and being “different” from everyone else. Those experiences have fueled me to bring technology education and resources back to small towns like mine. The places where students can see that being “different” is not something to be ashamed of, but to be proud of. Currently, I am a second-year student at Maryville University of Saint Louis, where I am pursuing a dual degree in cybersecurity and leadership. My ultimate career goal is to be a cybersecurity incident responder. My skill set and passions align with this field because of my strong problem-solving abilities, ability to work under pressure, and passion for protecting digital systems. After graduating, I plan to gain experience on an incident response team, developing my skills in identifying, analyzing, and responding to cyber attacks. In the next ten years, I aspire to lead a team of cybersecurity incident responders, as per my dual degree in leadership. This scholarship would be a great financial relief for my upcoming semester, as I work 30+ hours a week during the school year to afford my education. This scholarship would allow me to spend less time working and more time focusing on attending clubs like the Maryville Ethical Hackers, pursuing internship opportunities, and giving back to the community. To conclude, I am committed to securing the digital world as I pursue my career goal of becoming a cybersecurity incident responder. My experiences of being a bisexual woman who grew up in a rural community have shaped me into a person who is motivated to excel in cybersecurity and contribute to a more inclusive and accessible field.