My name is Audrianna Pitchford, and I’m from Missouri. As a foster youth, I’ve experienced more uncertainty than most people my age. But throughout the changes and challenges, animals were always my constant source of comfort and connection. That bond inspired a deep passion in me—not just to care for animals, but to dedicate my life to helping them live safer, healthier lives. In high school, I joined FFA (Future Farmers of America) and stayed involved all four years. FFA gave me the opportunity to work closely with animals and learn what it truly means to care for them—from feeding and housing to monitoring their health and understanding the roles they play in agriculture and ecosystems. It also introduced me to the bigger picture: animals are not just individual beings we love, but also part of complex systems that involve food production, the environment, and community wellbeing. That’s what led me to choose Agriculture as my college major. Agriculture is about more than crops and land—it's about people, animals, and the balance between them. As an Agriculture major, I’m diving deeper into animal science, livestock management, sustainable farming practices, and rural development. This field allows me to blend hands-on care with scientific understanding and problem-solving, all in the name of improving animal welfare and strengthening the communities that depend on them. In the summer of 2024, I volunteered at Rescue Center Costa Rica, where I helped care for injured and orphaned wildlife like porcupines, toucans, and sloths. Many of these animals had been harmed by human activity—deforestation, accidents, or illegal captivity. My time there was eye-opening. I helped clean enclosures, prepare food, assist with treatments, and observe how the rescue team worked tirelessly to rehabilitate and release animals back into their natural habitats. It was challenging work, but it strengthened my resolve to keep helping animals—not just at home, but globally. That experience also reminded me that animals everywhere, whether wild or domestic, need advocates. In rural areas like many parts of Missouri, livestock and working animals are central to people’s livelihoods, yet not all families have access to proper resources or education about animal care. As someone who understands both the science and the human side of agriculture, I want to help bridge that gap. Whether it's through outreach, community education, or direct involvement in rescue and care efforts, I want to be part of real solutions that make life better for animals and people alike. Being a foster youth has taught me how much stability, empathy, and second chances matter. I’ve found my purpose in giving that same support to animals—making sure they’re treated with respect, that their needs are met, and that their stories are heard. Studying agriculture has only deepened that purpose and expanded the ways I can make a difference. Helping animals is not just what I want to do—it’s who I am, and it’s how I plan to impact the world around me.

My name is Audrianna Pitchford and I’m from Missouri. Growing up in the foster care system, life often felt uncertain. But no matter where I was placed or what changes I faced, animals were always a constant source of peace. That connection sparked something deep in me—a lifelong desire to help animals, protect them, and be someone they can depend on, just as they were there for me during some of my hardest times. In high school, I joined FFA (Future Farmers of America) and remained an active member for four years. Through FFA, I gained hands-on experience with animal care, agriculture, and leadership. I learned how to feed, monitor, and handle animals responsibly, while also understanding the broader systems that support their health and wellbeing. More than anything, FFA taught me that caring for animals takes commitment, patience, and teamwork—and it gave me a place where my passion could grow into a purpose. That purpose became even clearer in June of 2024, when I had the opportunity to volunteer at Rescue Center Costa Rica. While there, I helped care for a variety of injured and orphaned wildlife, including sloths, wild hogs, and toucans. Each animal had its own story, and many had been harmed by human actions—whether through deforestation, illegal trade, or accidents. Helping with their recovery was both challenging and deeply rewarding. I cleaned enclosures, prepared food, assisted with basic treatments, and observed how professionals cared for animals in need. That experience changed me. It showed me just how much animals depend on people to speak up and act on their behalf—and how important it is to be one of those people. My time in Costa Rica also opened my eyes to the global side of animal welfare. It reminded me that helping animals isn’t limited to one type of environment or species. Whether it's wildlife in the rainforest, livestock on a farm, or pets in a small-town shelter, every animal deserves care and respect. I realized that no matter where I go in life, my mission remains the same: to help animals live safer, healthier lives and to make sure they’re treated with the compassion they deserve. Looking ahead, I want to be involved in communities where I can make a real difference—especially in places like rural Missouri, where access to animal resources can be limited. I hope to support rescue organizations, participate in outreach efforts, and help educate others on how to treat animals humanely and responsibly. As a foster youth, I’ve learned the value of stability, kindness, and second chances. I want to pass that forward by being someone animals—and the people who care about them—can rely on. Helping animals is more than a goal for me. It’s who I am.

If I could change one thing about education, I would shift the focus of high school learning from memorization to critical thinking. While memorizing facts, formulas, and vocabulary might help students pass tests, it doesn’t prepare them for real-life challenges or even for the expectations of college and modern careers. High school should not be about simply getting the right answer—it should be about learning how to ask better questions, think independently, and solve problems creatively. High school students today are often trained to memorize information for standardized tests, pop quizzes, and final exams. While this kind of rote learning can help short-term performance, it rarely leads to a deeper understanding of the material. Many students forget most of what they’ve learned shortly after the test is over. Even worse, they often leave school without learning how to apply that knowledge in real-world situations. For example, a student might be able to recite the steps of the water cycle or list all the U.S. presidents in order, but struggle to analyze how climate change is affecting global water systems or how past presidents influenced modern politics. These are the kinds of thinking skills—analysis, evaluation, connection-making—that are essential for success in college, the workplace, and life. Yet they are not consistently emphasized in most high school classrooms. Critical thinking means being able to analyze information, question assumptions, evaluate sources, and form reasoned conclusions. These skills are more important than ever. In today’s digital world, students are bombarded with information from social media, news outlets, and influencers—some reliable, some misleading. Without critical thinking, it’s easy to fall for misinformation or repeat opinions without understanding their meaning or consequences. High school is the ideal place to start developing these skills. Teenagers are already starting to form their own beliefs about the world, question authority, and test boundaries. Instead of discouraging these behaviors, schools should channel them into structured debate, thoughtful discussion, and meaningful research. Teaching students how to think critically helps them build confidence, independence, and a sense of responsibility for their own learning. Additionally, employers and colleges increasingly look for people who can think creatively, solve problems, and adapt to new situations. Most jobs today require collaboration, communication, and innovation—skills that cannot be developed by memorizing a textbook. Preparing students for the future means teaching them how to think, not just what to think. Changing high school education to focus on critical thinking will require both new teaching methods and a different attitude toward learning. One powerful method is project-based learning (PBL), where students work on real-world problems over a period of weeks or months. For example, instead of memorizing facts about pollution, students could research local environmental issues, interview experts, analyze data, and present a solution to their community. This kind of work is more engaging, meaningful, and memorable than a traditional worksheet or multiple-choice test. Classroom discussion and debate are also essential. In subjects like English or history, teachers can ask open-ended questions that have no single right answer. Instead of focusing on whether students can recall facts from a reading, teachers can ask students to interpret the author’s message, compare different perspectives, or argue a position using evidence. This helps students learn to build and defend their opinions, listen to others, and change their minds when presented with better reasoning. Interdisciplinary learning is another powerful strategy. When subjects are taught in isolation, students miss the chance to see how knowledge connects across fields. But when teachers collaborate—say, combining math and science to solve a real-world engineering problem, or literature and history to analyze the cultural impact of a historical event—students develop a more integrated and useful understanding of the world. One of the biggest obstacles to promoting critical thinking in high school is the way students are assessed. Standardized tests often reward students for choosing the correct answer from a list, not for explaining their reasoning or thinking creatively. This can send the message that only one kind of intelligence matters. If we want students to value deeper thinking, we need to value it in our grading systems. Teachers can use alternative assessments like essays, presentations, group projects, or portfolios to give students more authentic ways to demonstrate their learning. Instead of focusing only on final answers, grading should consider how students approach a problem, whether they can support their opinions with evidence, and how well they collaborate with others. Also, formative assessments, which provide feedback during the learning process instead of just at the end, can help students understand their strengths and identify areas to grow. These kinds of assessments encourage reflection and improvement, rather than just performance. None of these changes can happen without supporting teachers. Many educators want to focus more on critical thinking, but they are under pressure to meet curriculum standards and prepare students for high-stakes tests. Schools should provide professional development opportunities that help teachers learn new strategies and give them the time and resources to redesign lessons. Students also need support in this shift. Many have been trained to focus only on getting good grades, not on thinking deeply or asking questions. Schools should help students see learning as a process, not a race. Creating safe spaces for curiosity, risk-taking, and even failure can help students grow more confident in their thinking skills. If I could change one thing in education, it would be to move away from memorization and toward critical thinking—especially in high school. High school is a formative time when students should be learning not just to absorb information, but to question, analyze, and create. These are the skills that will help them succeed in college, adapt to future jobs, and participate meaningfully in society. By rethinking what and how we teach in high school, we can build an education system that truly prepares students for life beyond the classroom.