Giving back has always been important to me because I believe that we all have a responsibility to support our communities and make the world a better place. Currently, I give back in several ways, mostly through volunteering and helping others around me. In addition to community volunteering, I also try to give back by sharing my knowledge and skills with others. As someone passionate about agriculture and education, I help younger students learn about farming, animal care, and science through tutoring and mentoring programs at my school. I believe education is one of the strongest tools we have to create positive change, so being able to inspire and support others in their learning means a lot to me. Seeing students grow in confidence and understanding motivates me to keep giving back in this way. Volunteering and mentoring have also helped me develop important skills like leadership, communication, and patience. These experiences showed me how teamwork and dedication can make a real difference in people’s lives. They’ve also deepened my appreciation for the challenges many people face daily, encouraging me to be more compassionate and proactive in finding solutions. Looking ahead, I plan to make an even bigger positive impact on the world through my future career and personal efforts. I am pursuing a double major in Agricultural Sciences and Education with a minor in Animal Sciences at Wilmington College because I want to combine my love of animals and farming with my passion for teaching. I hope to become an educator who not only teaches academic content but also inspires students to care about the environment, animals, and sustainable agriculture. By educating the next generation, I believe I can help foster a community that values conservation, responsible farming, and kindness toward all living creatures. In addition to teaching, I want to be actively involved in community programs that promote sustainable agriculture and animal welfare. I plan to work with local farms, shelters, and conservation groups to create outreach projects that educate the public and support healthy ecosystems. Helping people understand where their food comes from and how to care for animals responsibly is something I’m passionate about, and I believe this knowledge can lead to healthier communities and a better environment. On a broader scale, I want to advocate for policies that protect the environment and improve animal welfare standards. I understand that positive change often requires not only individual actions but also systemic efforts. As I continue my education and gain more experience, I hope to participate in initiatives that encourage sustainable practices in agriculture and promote ethical treatment of animals. Using my voice to raise awareness and influence change is a goal I take seriously. Lastly, I plan to keep volunteering and mentoring throughout my life. Giving back is not just something I do now it’s a core value I want to carry forward. Whether it’s helping students succeed, supporting families in need, or caring for animals, I believe that consistent, meaningful actions add up to real impact. I want to lead by example and inspire others to join me in making a difference. In summary, giving back currently involves volunteering in my community and mentoring younger students, both of which have shaped me personally and helped me develop important skills. Looking to the future, I plan to use my education and passion for agriculture and education to teach, advocate, and support sustainable and compassionate practices. By combining hands-on involvement, education, and advocacy, I hope to contribute to a healthier, kinder world for people, animals, and the environment.

My passion for animals started when I was young, spending time around farms and being involved in agriculture. I was always drawn to the connection between people and animals, especially livestock. Whether it was helping care for animals or just observing how they behave and respond to their environment, I became fascinated by how important they are not just to agriculture, but to our daily lives. Over the years, that interest grew into something much deeper. I started to see animals not just as part of a farm or food system, but as living beings that deserve proper care, respect, and understanding. That’s what led me to choose my path at Wilmington College, where I’m double majoring in Agricultural Sciences and Education, with a minor in Animal Sciences. These areas of study allow me to combine my interest in animal health and welfare with my passion for teaching and helping others. I’ve had the chance to learn about animal nutrition, reproduction, health, and behavior in a way that connects directly to real-life farming and education. I believe this combination of knowledge will allow me to make a meaningful impact. In the future, I plan to use my education to help promote responsible animal care and sustainable agriculture. I want to work in a setting where I can educate others whether that’s in a classroom, through extension programs, or by working directly with farmers and producers. I hope to inspire future generations to not only be passionate about animals but also to understand the science and responsibility behind raising them. By combining education and agriculture, I aim to bridge the gap between what people know about animals and how they’re actually cared for in the agricultural world. Animals are at the center of so many important conversations today whether it’s about food, the environment, or ethics. I want to be a part of those conversations, making sure they’re informed, respectful, and rooted in real knowledge. My goal is to always advocate for animals while supporting the people who work with them every day. This is the kind of work I truly care about, and I’m excited for the future it leads me toward. I know there will be challenges along the way, but I’m committed to continuing my growth, learning, and hands-on experiences. I believe that with the right knowledge and mindset, I can make a real difference in both animal welfare and agricultural education. My goal is to be someone who not only works with animals but also inspires others to respect and care for them responsibly.

The statement by Professor Harold Bloom, “The purpose of teaching is to bring the student to his or her sense of his or her own presence,” resonates deeply with my philosophy on teaching, particularly in the field of special education. Bloom’s words suggest that the ultimate goal of education is to help students understand and embrace their own existence, identity, and potential in the world. In the context of special education, this means helping students with diverse needs recognize their unique strengths and abilities, regardless of the challenges they may face. In my view, the “sense of presence” Bloom speaks of is not just academic achievement but the cultivation of self-awareness and self-worth. For special education students, this is especially important. Many face barriers to learning that can affect their confidence, self-esteem, and sense of belonging. As a special education teacher, my mission is to create an environment where students can see their potential and understand that they have value, no matter what difficulties they may encounter. It’s about guiding them toward discovering their own unique voices, abilities, and the gifts they bring to the world. To accomplish this, I would focus on fostering a sense of self-acceptance in my students. Through personalized, supportive, and patient teaching methods, I would encourage them to identify their strengths and use them as a foundation for growth. This could involve helping them develop skills in communication, social interaction, and emotional regulation, all while promoting a growth mindset. I would also ensure that my classroom is a safe and inclusive space where every student feels valued and understood, regardless of their individual needs. Once upon a time, in a kingdom known for its diverse and colorful landscapes, there was a young teacher named Miss Ayva. She had a heart full of compassion and a deep understanding that every child, no matter their abilities, had a unique light inside them. But Miss Ayva’s students were unlike any others. Each child she taught had challenges that made it hard for them to see their worth. Some couldn’t speak clearly, others struggled to make friends, and a few had difficulty reading or writing. The kingdom had many teachers, but none knew how to reach the students who felt unseen, unheard, or misunderstood. Miss Ayva had heard the wise words of an ancient sage, Professor Bloom, who said, "The purpose of teaching is to bring the student to his or her sense of their own presence." This message became Miss Ayva’s guiding star, and she made it her mission to help her students discover the power of their own presence, their worth, and their gifts. In her classroom, Miss Ayva created a magical environment where every student was accepted for who they were. She crafted lessons that were personalized and tailored to each child’s needs, making sure every child could feel seen. To help them understand their strengths, she used stories, games, and hands-on activities, allowing the students to shine in their own ways. Whether it was a child who loved painting, another who excelled at solving puzzles, or one who had a gift for remembering every detail, Miss Ayva made sure each student’s unique talents were celebrated. One day, a shy student named Leo, who had always struggled with speaking up, created a painting that captured the beauty of the kingdom’s sunset. When Miss Ayva asked him to describe his painting, he hesitated, but with her encouragement, Leo spoke for the first time in front of the class. "This is my sunset," he said, his voice trembling but full of pride. The class erupted in applause, and Leo realized something profound—his voice mattered. His presence was real, and his art had something to say. Miss Ayva continued to support her students with love, patience, and belief. She worked with each one individually, helping them to face their struggles, develop their abilities, and find their confidence. Over time, her students began to recognize their own worth. They realized they had unique contributions to make to the world, whether it was through a kind word, a creative drawing, or a solution to a challenging problem. In the end, Miss Ayva’s class became a place where every student, no matter their challenge, understood that they were important. The kingdom became a brighter, more inclusive place because these children, who once felt invisible, had discovered their own presence, and with it, the confidence to step into the world with pride.

If I could create a class that all students K-12 were required to take, it would be a course called Agri-Impact: Understanding Our Food, Environment, and Future. The course would cover essential agricultural concepts while integrating lessons on sustainability, environmental science, and practical life skills. This class would help students understand the vital role agriculture plays in shaping our world and provide them with the knowledge to make informed decisions about food, the environment, and their future. Agriculture is the backbone of our daily lives. It impacts everything we do, from the food we eat to the clothes we wear and the resources we rely on. Despite this, many students grow up with limited knowledge of where their food comes from or how agriculture affects the environment. This class would offer students hands-on experiences that connect them to the systems that sustain us and encourage them to think critically about how we can manage those systems sustainably. The course would be structured to evolve as students progress through school. For elementary students, the focus would be on the basics of farming and food production. They would learn about the life cycle of plants and animals, the importance of water, and the role of sunlight in growth. Activities like planting seeds, visiting local farms, and exploring the connections between nature and the food we eat would help students develop a love for agriculture and the natural world. Middle school students would build on this foundation by exploring the science behind agriculture. Topics like soil health, crop rotation, and the use of technology in farming would be introduced. Students would also learn about sustainability, food waste, and the environmental impact of agriculture. At this stage, students could participate in community gardens or design simple agricultural systems, allowing them to apply their learning to real-world challenges. In high school, the class would address more complex issues such as global food systems, agricultural economics, and the impact of climate change on farming. Students would study modern farming practices, including genetically modified crops and sustainable farming techniques. They would analyze case studies of agricultural challenges and participate in internships or community projects that address issues like food security and environmental conservation. The impact of this class would be far-reaching. Students would not only gain a deeper appreciation for the food they eat and the environment, but they would also be better equipped to make responsible decisions as future leaders. Agricultural education would foster critical thinking, problem-solving, and a sense of global responsibility that is essential for the future of our planet.

My passion for supporting early childhood development comes from a deep understanding of how critical the early years are in shaping a child’s future. The first few years of life lay the foundation for intellectual, social, and emotional growth, and it is during this time that children develop essential skills that they will carry with them throughout their lives. I believe that early childhood educators have a profound opportunity to influence children’s futures and to set them on a path toward lifelong learning and success. This is why I chose to pursue a career in early childhood education: to make a positive, lasting impact on the youngest learners. To support early childhood development, I plan to focus on creating a nurturing, inclusive, and stimulating environment where children feel safe to explore, learn, and grow. I believe in the power of play-based learning, where children can engage with materials and activities that allow them to develop creativity, problem-solving abilities, and social skills. I also aim to emphasize emotional development, helping children understand and manage their emotions, which is crucial for building positive relationships with others. By using strategies that promote self-regulation, empathy, and resilience, I will help children not only succeed academically but also thrive socially and emotionally. Equally important is the role of collaboration with families and caregivers. I plan to support parents and guardians by providing them with resources, guidance, and strategies to extend learning beyond the classroom and create a consistent learning environment at home. Recognizing the diversity in family structures and cultural backgrounds, I will work to ensure that all families feel welcome and supported in their children’s educational journey. My decision to enter the field of early childhood education was shaped by my own experiences. While volunteering at a local daycare center during high school, I witnessed the profound impact that early childhood educators had on the development of young children. I saw how simple yet intentional activities, such as storytelling or collaborative play, could spark curiosity and help children learn critical social skills. Watching children gain confidence and independence in such formative years made me realize that early childhood education is where I could make the most meaningful difference. Additionally, I am passionate about advocating for inclusivity in early childhood education. I want to ensure that every child, regardless of their background or any special needs they may have, has access to high-quality, individualized learning experiences. Early childhood development is not a one-size-fits-all approach, and I plan to be an advocate for equitable access to educational resources for all children. Ultimately, I believe that early childhood education is the cornerstone of a thriving society. By investing in the growth and development of young learners, we are investing in a future of compassionate, innovative, and well-rounded individuals.

From an early age, I was captivated by the world of agriculture. Growing up in a community where farming, sustainability, and environmental stewardship were integral to daily life, I realized how essential agriculture is to our future. However, what I noticed was that many students didn’t fully understand the scope of agricultural careers beyond traditional farming. I became determined to bridge that gap through education. I’m pursuing a career in agricultural education because I want to inspire students to view agriculture as a diverse, evolving field that offers a wide range of career opportunities. Beyond just teaching the science of agriculture, I aim to cultivate critical thinking, problem-solving, and leadership skills that students can apply in any field. Agricultural education provides students with the tools to make informed decisions about sustainability, innovation, and global food security issues that affect us all. My goal is to foster an environment where students see the direct impact agriculture has on their daily lives, communities, and the world at large. A teacher who greatly impacted my decision to become an educator was Mrs. York, my high school science teacher. She taught me the power of curiosity, patience, and the importance of making connections between the classroom and the real world. Mrs. York created a learning environment that valued both academic rigor and personal growth. Her ability to make complex topics feel accessible and relevant sparked my own passion for teaching and education. She believed in the potential of every student and encouraged us to pursue our passions, even if they seemed unconventional. Her influence was a driving force behind my desire to shape young minds and provide the same encouragement and guidance she gave me. Through Mrs. York, I learned that teaching is about more than simply delivering content it’s about inspiring and motivating students to realize their potential, to think critically, and to make meaningful connections between what they learn and the world around them. This is the type of educator I aspire to be. I want to create a classroom where students feel valued, where they’re encouraged to explore new ideas and perspectives, and where they feel empowered to contribute to the field of agriculture in their own unique ways. In the end, I believe that agricultural education is a powerful vehicle for personal and professional growth. By becoming an agricultural educator, I hope to make a lasting impact on the lives of students, just as my teachers have made on mine.