Life is full of unexpected challenges; life's unpredictability and uncertainty profoundly impact how I live day to day. On July 7, 2024, I unexpectedly lost a close friend to suicide. I had spoken to them less than a month before their passing and had no idea what they were going through. It was a normal interaction; they lifted me up into one of their world-famous bear hugs, spun me around, and asked me about my semester. My parting words were "text me when you're free!" not knowing that was the last time they were. Their loss left a profound impact on me, making me confront grief, uncertainty, and the fragility of life in ways I never had before. In addition, I have been battling an anxiety disorder for years, which presents its own set of struggles. However, rather than allowing these experiences to hold me back, they have fueled my drive to create stability, security, and support—both in my personal life and in my chosen career path. Losing my friend was a heartbreaking experience that forced me to reflect on the importance of support, trust, and resilience. Grief is an unpredictable journey, and in the months following their passing, I found myself searching for ways to regain a sense of control. At the same time, my anxiety was something I had already learned to manage through structure, planning, and careful attention to detail. I realized that these strengths, my diligence, dependability, and methodical approach, could be channeled into something meaningful. This realization reinforced my passion for teaching mathematics, where structure, problem-solving, and logical thinking create a stable foundation for learning. Currently, I work as a tutor, helping students navigate mathematical concepts and develop confidence in their abilities. This experience has solidified my desire to become a high school math teacher, where I can have an even greater impact on students' academic and personal growth. Mathematics is often a subject that many struggle with, and I want to be the kind of teacher who helps students overcome their fears and develop a genuine appreciation for the subject. My experiences with loss and anxiety have heightened my awareness of the need for encouragement—not only in an emotional sense but also in an educational one. The uncertainty I have faced in life has deepened my appreciation for structured learning and the importance of a dependable mentor in a student's journey. Beyond my personal struggles, I have always had a strong commitment to serving others. Whether through assisting my community or supporting those in need, I believe in using my skills to make a positive impact. As a math teacher, this translates into helping students develop problem-solving skills that will serve them throughout their lives. It is my way of ensuring that others do not have to experience unnecessary struggles due to a lack of support or guidance. The obstacles I have faced have made me more compassionate, more determined, and more meticulous. They have given me a sense of purpose that extends beyond my own personal growth—I want to use my abilities to help others navigate the challenges of learning. While I cannot change the past, I can use my experiences to shape a future where education is a source of confidence and empowerment. I want to academically and emotionally support my students, be the teacher who notices the off days, and lend a guiding hand. This is why I am pursuing a career in teaching mathematics: to turn pain into purpose, to transform uncertainty into clarity, and to create a classroom where students feel secure in more ways than one.

I have always been fascinated by math; As I’ve progressed through college, this passion has deepened. I’ve always wanted to be a teacher, specifically a high school math teacher. However, what drives me most is my desire to empower girls to embrace math and encourage a new wave of women in STEM fields. Despite significant progress in recent years, there is still a gender gap in many areas of science, technology, engineering, and math. I want to contribute to closing that gap by fostering a love for math in young women and showing them the endless possibilities that come with pursuing these fields. Throughout my life, I’ve witnessed firsthand how societal stereotypes can discourage girls from pursuing math and science. These stereotypes often suggest that math is a subject for boys, or that women are less capable of excelling in STEM fields. As a future educator, I want to fight these harmful notions and create a classroom environment where girls feel empowered to not only succeed in math but to love it. I aim to be the teacher who shows them that math isn’t just about numbers and equations; it’s a tool for problem-solving, creativity, and innovation. In my experiences as a tutor, I’ve worked with students from a variety of backgrounds, including many young women who initially struggled with math due to lack of confidence. I’ve seen how important it is to provide encouragement, guidance, and role models who demonstrate that success in math is not limited by gender. In one instance, I tutored a high school girl who had fallen behind in her math classes, partly because she didn’t believe that she could succeed. Through patient support and a focus on her individual strengths, I helped her build her confidence, and by the end of the semester, she not only caught up but developed a genuine interest in the subject. Experiences like these have shown me the transformative power of mentorship and the importance of fostering self-belief in young women. As a future high school math teacher, I am committed to creating an inclusive classroom where girls feel that their voices are heard and their potential is limitless. I want to make math more relatable and engaging by incorporating real-world applications, problem-solving exercises, and hands-on activities that allow students to see the impact math has on the world. I also want to expose my students to the women who have shaped the world of mathematics and STEM, so they can see the trailblazers who have come before them and understand that they, too, can make a difference. Beyond the classroom, I hope to advocate for greater representation of women in STEM fields by encouraging girls to explore careers in science, technology, engineering, and math. I want to help dismantle the barriers that may discourage young women from pursuing these fields, whether it’s through outreach programs, mentorship, or simply being a positive role model. My goal is to show girls that math is not only for the select few, but for anyone who is willing to learn, challenge themselves, and take risks. In conclusion, my passion for math, combined with my commitment to breaking down gender barriers, drives my desire to become a math educator. I believe that by empowering girls to embrace mathematics and pursue STEM careers, I can contribute to a future where women are equally represented in these fields. By inspiring confidence and showing them the potential they have, I hope to encourage the next generation of women to not only excel in math but to lead the way in shaping the future of STEM.

“All the world’s a stage, And all the men and women merely players; They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages.” — William Shakespeare William Shakespeare’s famous passage from As You Like It is a thought-provoking metaphor that compares life to a theatrical performance. As someone who has done theatre forever, this metaphor has always resonated with me. Shakespeare uses it to express how our lives are marked by different stages or “acts,” each with its roles and transitions. Through this metaphor, Shakespeare encourages us to think about how we change, grow, and fit into a larger narrative of life. The first line, “All the world’s a stage,” immediately captures my attention. In theatre, every actor has a role to play, and the stage is where they perform their part. In life, Shakespeare suggests that we are all actors, playing different roles throughout our lives. For me, having spent so much time in theatre, this metaphor feels especially true. Whether I’m in a play or not, I’m always performing in some sense. Life itself requires us to act, to take on roles like the friend, the student, the sibling, or even the teacher. In my experiences both onstage and off, I’ve found that we constantly step into new roles—sometimes willingly, other times because circumstances demand it. Just as an actor prepares for different parts, we, too, prepare for the roles that come with each stage of our lives. The line “And all the men and women merely players” emphasizes that we are all part of the larger play of life. No matter who we are, whether we are the lead role or in the background, we all have a part to play. When I think about my own experiences in theatre, I’m reminded that even the smallest roles contribute to the overall production. A single line or a background action can have a huge impact on the story being told. Similarly, in life, our roles—whether large or small—shape the world around us. I’ve learned that, just like in theatre, everyone has something important to contribute. Even if we don’t always get the spotlight, our actions and choices still matter. The next line, “They have their exits and their entrances,” speaks to the idea of life’s impermanence. In theatre, an actor enters and exits the stage, sometimes only appearing for a brief moment before they disappear. This line reminds me of how, in life, we all have an entrance and an exit—birth and death. Each person has a limited time to play their part. I’ve always been aware of how short-lived any given role can be, both in theatre and in life. For example, I played the chaperone in The Drowsy Chaperone—a role that only lasted for a few weeks. But in that short time, I had to embrace that role fully, just as we must embrace each moment in life, knowing that it won’t last forever. Every person who enters our lives, and every stage we go through, has an endpoint. Whether it’s a specific role or an entire stage of life, our “exit” is inevitable. Shakespeare’s metaphor calls us to make the most of the moments we have, both on stage and in life. The line “And one man in his time plays many parts” speaks to how we take on many different roles throughout our lives. As someone who has done theatre forever, I’ve played a variety of characters, each of them different from the others. Each role requires a different version of myself, a different set of skills, and a different perspective. But it’s not just in theatre that we play many parts—it’s in life as well. I’ve gone from being a student to a tutor, to someone working toward becoming a math teacher. Along the way, I’ve taken on roles as a friend, a leader, a volunteer, and much more. These different roles challenge us and help us grow in unique ways. Shakespeare’s metaphor makes me think about how I evolve as I take on new roles and how each one shapes who I am. Life, like theatre, is a constant change of costume and identity. Finally, Shakespeare talks about the “seven ages” of man. These stages (infancy, childhood, adolescence, adulthood, middle age, old age, and death) reflect the journey we all take in life. Each of these stages has its own demands and expectations. In my own life, I’ve experienced the transition from childhood to adolescence, and now, as a young adult, I’m stepping into the responsibilities of adulthood. But just as in theatre, these stages are not fixed, rather they are fluid, and they overlap. The person I am now is not completely different from the child I was, but the role I play has changed, and I am constantly adapting to new circumstances. As a future teacher, I think a lot about the different stages my students are in, and how I can help them navigate those transitions. Just as in theatre, each age or stage of life requires different skills, perspectives, and approaches. Shakespeare’s metaphor of life as a stage speaks to the idea that we are constantly shifting between roles and that our time in each role is limited. This idea is particularly relevant to me because of my involvement in theatre. In every production I’ve been a part of, I’ve had to embrace the temporary nature of my role. The show doesn’t last forever, and neither do the stages of life. Whether on stage or in real life, we are always transitioning from one act to the next. This passage encourages us to embrace each moment we have, play our parts to the best of our ability, and remember that, just like actors, we will eventually exit the stage. In conclusion, Shakespeare’s passage encourages us to reflect on the roles we play in life, both big and small, and how those roles change as we move through different stages. As someone who has done theatre forever, I can see how this metaphor mirrors my own experiences on stage, where I constantly shift between characters and identities. Life, like theatre, is a performance, and it’s up to us to make the most of the roles we play, knowing that each stage is fleeting and that new roles await us. Shakespeare’s metaphor is a reminder to embrace each part we play, for the play of life is constantly unfolding.

In our society today, we are seeing a distinct lack of accessible education for all students. As a future math educator, I’m deeply passionate about making STEM education more equitable, accessible, and engaging for all students. However, with discussions about disbanding the Department of Education, I worry about what this means for the future of public education, especially for marginalized students who already face systemic barriers. The Department of Education plays a critical role in ensuring federal protections for students with disabilities, funding for under-resourced schools, and national standards that promote equal opportunities. Without it, disparities in education could grow even wider, leaving many students without the support they need to succeed. Math, like all STEM fields, is already seen as intimidating by many students. Girls, in particular, are often discouraged from pursuing math at higher levels. The gender gap in STEM is not about ability; it’s about opportunity, confidence, and representation. Many young women internalize the false narrative that they are not “math people,” a perception reinforced by societal biases, a lack of female representation in STEM careers, and traditional teaching methods that fail to engage them correctly. As an educator, I want to help students, especially young women, see math not as an obstacle but as a tool for solving real-world problems. By incorporating culturally responsive teaching, differentiating instruction for diverse learners, and making math relevant to students’ lives, I hope to foster a generation of critical thinkers who feel empowered, not excluded, by STEM. Beyond gender disparities, many minority students also struggle with systemic barriers in math education. Black and Hispanic students, for example, are disproportionately placed in lower-track math courses, limiting their access to higher-level opportunities. This isn’t a reflection of their potential, rather it’s a reflection of deeply rooted biases in education. On top of this, many students experience math anxiety, often reinforced by a lack of representation, negative stereotypes, and discouraging classroom experiences. I want to break this cycle. By creating an inclusive, supportive learning environment, I hope to shift students' mindsets from "I'm not a math person" to "I can do this." Representation in teaching matters, and I plan to be an advocate for students who might not see themselves in STEM fields yet. I also believe accessibility in learning should be a priority, not an afterthought. Many students—especially those with IEPs or learning differences—struggle in traditional classrooms. If federal oversight is removed, states with fewer resources may lack the funding or incentives to provide necessary accommodations. Students with ADHD, dyscalculia, or other learning disabilities often require specialized instruction, extended time on assessments, or assistive technology to fully engage with mathematical concepts. Without strong federal protections, these students risk being left behind. As a teacher, I will work to implement universal learning strategies, use technology for accessible learning, and work to help develop individualized support plans that meet students where they are. Every student deserves the chance to succeed in math, and I am committed to breaking down barriers that stand in their way. Education is one of the most powerful tools for change, and I refuse to accept a future where systemic barriers keep students—especially girls, minorities, and students with disabilities—from realizing their full potential in math and STEM. While policymakers debate the future of the Department of Education, I am preparing to be on the frontlines, ensuring that every student, no matter their background, has access to the quality math education they deserve.

Ever since I was little, I knew I wanted to be a teacher. I was always the person who my peers would rely on in class to take notes and explain challenging concepts. To them, I was a "math wizard." I loved that title, but I didn’t realize the weight of it at the time or what it really meant. Looking back, I now see that my passion for math didn’t just come from a love of the subject, but rather from a desire to help others understand it too. Of course, you have to love working with students, which I have a deep passion for. In middle school, I worked with a boy in special education who struggled with many subjects, but there was one thing I learned quickly: he preferred working with me over his teaching assistant. I soon realized it was because I took the time to meet him where he was and explain things in ways that made sense to him. We formed a bond, and while he wasn't very verbal and it was difficult to evaluate his progress, he was learning to trust himself, trust me, and form a bond with someone, which made all the difference and goes beyond academic education. That experience showed me the importance of personalized, patient teaching. It also made me realize that no matter the obstacles a student may face, every single one of them is capable of succeeding. As I got older, I noticed something troubling: many of the girls around me didn’t feel the same confidence in their math skills. They were quick to dismiss themselves as "not good at math" or believe that math was somehow just for the boys. This was a pattern I saw over and over again, and it fueled my drive to pursue teaching, especially to help high school girls overcome these harmful gender stereotypes. As I continued tutoring, I began to see more and more how these stereotypes about girls and math were so deeply ingrained. Many of the girls I worked with were intelligent, capable, and eager to learn, but they often held themselves back due to fear of failure or a lack of self-belief. They had internalized the idea that math was "too hard" or "not for them," and as a result, they’d often stop trying before they even began. The moment they encountered a challenge, they would back off, believing that they weren’t smart enough or that math simply wasn’t something girls were meant to excel in. I want to be the teacher who changes that narrative, especially as someone who has personally experienced this. Girls shouldn’t feel that math is out of their reach or that they have to fit into some mold to succeed. I want to create a classroom where girls are encouraged to explore math not just as a subject, but as a spell they can use to create something great. I want to show them that math is not about gender, rather it’s about perseverance, creativity, and problem-solving, all of which any student, regardless of gender, can excel in. It’s not just about teaching math; it’s about challenging stereotypes and helping students believe that they are capable of far more than they’ve been led to believe. Teaching is about empowering students, especially young girls, to see math as their ally. I want to be the teacher who helps students find joy in math, who makes it something they are excited to engage with, and who gives them the tools to not only succeed but thrive; maybe that's what being a math wizard is.

The photo submitted separately represents the balance I try to maintain between my serious academic life and my more playful, creative side. As the chaperone in The Drowsy Chaperone, I had the chance to step into a character who is equal parts witty and poised—someone who brings humor to the table while also keeping things in check. In my everyday life, I’m all about focus and hard work, especially when it comes to my studies. But on stage, I get to let loose, tap into my creativity, and explore a different side of myself. This photo shows how I navigate both worlds—one where seriousness meets silliness, and academic focus meets theatrical fun. Through theatre, I’ve learned the value of laughter and embracing different parts of who I am.

Success is often measured by wealth, status, or accolades, but to me, success is about impact. It is about using my skills, knowledge, and passion to make a difference in the lives of others. As someone pursuing a career in education, I define success as the ability to inspire students, foster confidence in their abilities, and break down barriers, especially for young girls who may feel discouraged in subjects like math. From a young age, I knew I wanted to teach. I was drawn to helping others, particularly when it came to problem-solving and guiding people toward understanding difficult concepts. Over time, I realized that success as a teacher isn’t just about a student getting the right answer—it’s about the aha moments: the little victories when a student finally grasps an idea that once seemed impossible. One of my most rewarding experiences as a tutor came when I was helping a student who struggled with college algebra. She had convinced herself she was "just bad at math," a phrase I have unfortunately heard too many times. I remember the topic vividly: factoring quadratic expressions. No matter how hard she tried, she could not grasp the concept and kept mixing up her steps. I remember sitting with her for weeks, patiently breaking down the process in different ways and visuals, looking for the explanation that would click. One day, while working through a particularly tricky problem involving large integers, her eyes suddenly lit up. “I get it now!” At that moment, her frustration turned into excitement. She started solving similar problems on her own, and by the end of our session, she was smiling—something I had rarely seen when she talked about math. That moment reinforced my belief that success in teaching is not measured by grades or test scores alone, but by a student’s growth in confidence and self-belief. Teaching is about making difficult things feel possible and proving to students that they are capable of more than they think. Whether it’s a young girl overcoming math anxiety, a struggling student realizing they can understand, or a class embracing challenges rather than fearing them—those are the successes I strive for. Success, to me, is not just about my own accomplishments but about empowering others. It’s about ensuring that every student I teach, particularly young girls who often face societal stereotypes about their abilities in STEM, feels capable and confident. I want to help students see math not as an intimidating subject, but as a tool for problem-solving, creativity, and success. Success in math for girls is not just about mastering equations or scoring high on tests—it’s about overcoming the deeply ingrained belief that they are less capable in STEM fields. Too often, girls internalize the idea that math is “too hard” or “not for them,” leading to self-doubt and avoidance. Success, to me, looks like a girl who once hesitated to speak up in class confidently explaining a problem to her peers. It looks like a student who once said, “I’m just not a math person” finally realizing that persistence and practice matter more than innate ability. It is found in the moments when a girl decides to take a challenging math course instead of shying away from it, or when she raises her hand to ask a question without fear. As a future educator, my goal is to redefine success for girls in math—not just by helping them excel academically, but by empowering them to see themselves as capable, intelligent problem-solvers who belong in every classroom, boardroom, and laboratory. This scholarship will play a crucial role in helping me achieve my goals. Financial support will allow me to focus on my studies and gain the skills I need to become an effective educator. Beyond tuition, this opportunity will enable me to seek professional development experiences, such as attending educational workshops, participating in tutoring programs, and learning innovative teaching techniques that make math more accessible. I plan to complete my graduate degree after my final undergraduate year, and this financial support will help me accomplish this. Additionally, this support will give me the chance to engage in research about best practices in math education, particularly in addressing math anxiety in students. Success is not a single milestone but a lifelong journey of learning, improving, and making a difference. With the help of this scholarship, I will be one step closer to my dream of becoming a high school math teacher who fosters a love of learning and instills confidence in every student who walks into my classroom. By investing in my education, you are also investing in the countless students I will teach—students who, like my algebra student, just need someone to believe in them so they can believe in themselves.

Music has the power to uplift, inspire, and connect people, and for me, Chappell Roan’s artistry has been a source of joy, confidence, and self-expression. Her unique sound, unapologetic authenticity, and theatrical performances have created a space where individuality is celebrated. In a world that often pressures people to conform, her work reminds me that being true to oneself is not only powerful but necessary. One song that has profoundly resonated with me is her unreleased track, "The Subway." Though not released yet, I have already formed a deep bond with the lyrics, her vocal portrayal, and the story. This song encapsulates the raw emotions of encountering reminders of a past relationship in everyday life. The opening lines, "I saw your green hair, beauty mark next to your mouth, there on the subway, I nearly had a breakdown," vividly depict the visceral reaction to unexpected memories. This portrayal of vulnerability and the struggle to move on from a past love is both relatable and cathartic. The chorus, with its repetition of "It's just another day, and it's not over 'til it's over, oh it's never over," conveys the lingering impact of past relationships and the ongoing process of healing. The song's emotive lyrics and haunting melody have provided me with solace during times of personal reflection, reminding me that it's okay to feel deeply and that healing is a journey. Then, as the song reaches its heartbreaking conclusion, Chappell sings the final words, "She got away." These three words, repeated like an echo of loss, capture the bittersweet realization that some people are meant to become memories rather than constants in our lives. Beyond her music, I admire Chappell Roan’s dedication to creating a supportive and inclusive community. She has cultivated a fanbase that thrives on joy, creativity, and self-acceptance. Watching her rise in the industry, while staying true to her vision and artistic integrity, is incredibly inspiring. In an era where many artists face pressure to fit a certain mold, she continues to carve her own path with boldness and authenticity. I support Chappell Roan’s career not just because of her immense talent, but because of the way she uplifts others through her artistry. Her music and presence remind me—and so many others—that we are enough as we are. I hope to see her continue breaking barriers, inspiring confidence, and bringing her vibrant artistry to even larger audiences.

Faith has guided me throughout my life, shaping my values, resilience, and commitment to serving others. Growing up Catholic, attending a Catholic high school, and now continuing my education at an Augustinian college, I have been immersed in a faith-centered environment that emphasizes love, truth, and service. These values have deeply influenced my personal growth, my approach to challenges, and my desire to make a meaningful impact on the lives of others. One of the most profound ways my faith has shaped me is through my dedication to helping others, particularly in education. From a young age, I found joy in assisting my peers with their studies, especially in math. In middle school, I had the opportunity to work closely with a special education student. While he initially struggled to connect with his teachers and aides, he gravitated toward me. I realized that sometimes, all a person needs is patience, understanding, and someone who truly believes in them. This experience ignited my passion for tutoring and ultimately inspired my decision to become a math teacher. Faith has taught me the importance of perseverance and trust in the face of adversity. There have been times when I doubted my abilities, questioned my path, or felt overwhelmed by challenges. Yet, my faith has always reminded me that difficulties are not obstacles but growth opportunities. The belief that I am called to serve and uplift others has given me the strength to keep pushing forward, even when things seem uncertain. As I pursue my career in education, I know my faith will continue to guide me. Teaching is not just about imparting knowledge; it is about shaping young minds, fostering confidence, and creating an inclusive environment where every student feels valued. I am particularly passionate about breaking down gender stereotypes in math and encouraging young girls to embrace their abilities without fear or doubt. Too often, I have seen bright, capable girls shy away from math due to societal expectations. I want to change that narrative by being the teacher who not only educates but also empowers. The Augustinian values of truth, unity, and love will serve as the foundation of my teaching philosophy. I will strive to create a classroom that is not only academically enriching but also a place where students feel supported and inspired. Just as my faith has given me strength, I hope to instill that same confidence in my students, reminding them that they are capable of achieving greatness. Faith is not just something I practice; it is a way of living that drives my purpose. Through my career as a teacher, I hope to be a source of encouragement and empowerment, helping students see their own potential just as my faith has helped me see mine. I believe that true servitude lies in uplifting others, and I am committed to using my faith-driven passion to make a lasting impact in the classroom and beyond.

Math has always been my favorite subject, but for a long time, I noticed something troubling—many girls believe they aren’t “math people.” I’ve heard so many say they just aren’t good at it, that boys are naturally better, or that math is too hard for them. But the truth is, they are more than capable. Somewhere along the way, they were made to believe math wasn’t for them. That’s why I want to become a high school math teacher. I want to help young women see their potential and build the confidence to succeed in a subject where they are often underestimated. I can't even count the number of times I was doubted by my peers and other adults just for being a woman math major. In my freshman year calculus three course (where I was the only freshman in the course), I was constantly doubted by one of my male group members. He always checked my work over and believed when we differed in answers, his was automatically right. I would offer suggestions on how to approach problems, and he would immedietly shut them down without a second thought, even though 9/10 times I had the correct answer. Even in high school, when I was one of three girls in my coding class, I would write flawless portions of the programs, tested over and over, only to have it be overwritted with incorrect scripts by my male groupmates, who didn't even test to see what might have worked. What frustrates me most is when I tell others about my major. Without a second thought, their response is "So you want to be a teacher?" To be clear, though I am an education and math double major, this is only after I have said I major in math. It's almost as if the idea of a woman majoring in STEM cannot go into a math-related career and must default to teaching. Even though that is my desired career choice, why did it have to be the first thought? Throughout my years in school, I’ve seen firsthand how girls begin to doubt themselves in math, even when they perform just as well as their male classmates. They hesitate to raise their hands, second-guess their answers, or believe that struggling with a problem means they aren’t smart enough. But struggling in math doesn’t mean failure—it means learning. I want to teach my students that perseverance is more important than immediate success and that their intelligence is not fixed. Too often, girls internalize the idea that if they don’t “get” math right away, they never will. I want to break that mindset. I want to bring that same support into my own classroom, but with a special focus on young women who doubt themselves in math. My goal is to create a learning environment where girls feel comfortable making mistakes, asking questions, and realizing that they are just as capable as anyone else. I want to show them examples of successful women in STEM, introduce them to problem-solving strategies that build confidence, and help them see that math is not about talent—it’s about practice, persistence, and belief in oneself. This scholarship will help me continue my education and become the kind of teacher who empowers young women. I want my students to leave my classroom believing they can do anything, whether that means solving a tough math problem or pursuing a career in science, technology, engineering, or math. If I can help even one girl believe in herself and see her own potential, then I will know I’ve made a difference.

Ever since I was young, I’ve loved solving problems. Math has always been more than just numbers to me—it’s like a puzzle waiting to be solved. However, it is evident that not all students feel the same joy I do. Many students struggle with math, oftentimes not because they aren’t capable, but because they’ve been told they aren’t “math people” and have allowed that stigma to engrave in their minds and affect their confidence. This made me consider the following: imagine what could be if students received the support and encouragement to succeed in math. This is why I want to become a math teacher: to help students see math as something they can do and possibly even enjoy. One of the biggest problems in education today is that not all students have the same learning opportunities, especially in STEM. For instance, girls are often discouraged from pursuing math and science classes or careers, despite being just as able and willing to put in the work and take an interest. Many minority students are placed in lower-level math classes, often based on racial or economic stereotypes, thus limiting their chances to take advanced courses. Additionally, students with learning disabilities often don’t get the accommodations they need to succeed. If math is the gateway to so many careers—engineering, technology, medicine—then we need to ensure everyone has a fair chance at success. I want to make a difference by creating a math classroom where students feel confident rather than discouraged or intimidated. I want to use creative teaching strategies that help students connect math to real life and their own interests. If a student loves music, I want to show them the math behind rhythms and sound waves. If they’re into sports, I want to bring in statistics and physics. The key to understanding and learning math is to make it applicable to the real world, and I see this as an essential step to building that math confidence. I also want to help students overcome math anxiety by making mistakes part of the learning process. Another reason I’m passionate about education is that I believe everyone deserves the chance to learn in a way that works for them. Some students need extra time, different teaching methods, or tools like calculators or graphing software to help them understand math concepts. If schools don’t provide these resources, students can fall behind, not because they aren’t smart, but because they aren’t being supported in the right way. I want to advocate for students with IEPs and learning challenges, making sure they get the help they need to succeed in math and beyond. My goal is to be a teacher who inspires students to see math in a new light. I want to help break down barriers so that more students—especially girls, minorities, and students with disabilities—feel like they belong in math and STEM. Education has the power to change lives, and I’m excited to be part of that change.

Adversity has shaped my educational journey in profound ways. During the peak of COVID-19, at the age of 17, I faced a mental health crisis. The isolation of the pandemic, coupled with the pressure to succeed academically, triggered severe anxiety and depression. The weight of these challenges was overwhelming, but it also led me to discover new ways of coping and seeking support. Around the same time, I was diagnosed with ADHD in college, which added another layer of complexity to my learning process. ADHD has made focusing, organizing, and retaining information more difficult, but it has also pushed me to develop creative strategies to manage my studies. Instead of seeing my challenges as roadblocks, I have learned to view them as opportunities to build resilience. I’ve developed methods to stay organized, manage my time effectively, and engage with the material in ways that cater to my unique learning style. These experiences have not only helped me grow personally, but they have also fostered a deep sense of empathy for others facing similar struggles. I understand how isolating it can feel when obstacles seem insurmountable, and this drives me to be a source of support for others, particularly in the demanding fields of math and STEM. Ultimately, these adversities have shaped my determination to succeed, not just for myself, but to create an environment where others can thrive, regardless of the challenges they face. My passion for mathematics and STEM goes beyond just understanding numbers; it’s about the process of problem-solving, logical reasoning, and discovering connections that reveal the world’s underlying structure. From an early age, I was captivated by the way math provides a universal language that can be used to solve complex, real-world challenges. Whether it’s delving into algebraic equations or exploring the more abstract realms of calculus and number theory, I thrive on finding patterns and solutions. One of the aspects I find most exciting is how mathematical concepts seamlessly apply to fields like technology and engineering. For example, while working on my studies in algebra, I was drawn to the practical use of mathematical models in engineering designs. The ability to predict outcomes and optimize systems based on mathematical principles sparked my fascination with STEM as a whole. I also enjoy the continuous learning involved in STEM, where there’s always something new to discover or a different approach to a problem, keeping me intellectually engaged. Additionally, the challenge of tackling difficult problems in STEM is something I truly enjoy. Whether it’s working through a complex calculus problem or finding solutions in a collaborative team project, I love the process of exploring multiple solutions and reflecting on why certain approaches are more effective than others. It’s this blend of logic, creativity, and persistence that fuels my desire to pursue a career in math and STEM, knowing that these fields offer endless opportunities to make a tangible impact. To reduce costs, I commute to college each day, balancing my academic pursuits with the financial realities of higher education. While this choice saves money, it also requires careful time management and sacrifices. Despite these challenges, I remain steadfast in my commitment to achieving my goals. This scholarship would alleviate financial pressures, enabling me to focus on excelling in my studies and preparing for my student teaching practicum. More importantly, it would allow me to continue pursuing my passion for math education and inspiring others to overcome adversity and embrace their potential.

Billie Eilish is an artist whose music captures human emotion in ways that feel deeply personal yet universally relatable. Three songs stand out to me: “Everything I Wanted,” “What Was I Made For?” and “TV.” Each of these tracks delves into themes of self-worth, purpose, and disillusionment, providing a soundtrack to the highs and lows of my journey. “Everything I Wanted” is a poignant exploration of self-doubt, fame, and the solace found in the relationships that ground us. In the song, Billie reflects on the pressures and isolation that come with achieving a dream, only to realize it doesn’t bring the fulfillment one might expect. The lyric, “And you say, ‘As long as I’m here, no one can hurt you,’” speaks to the unshakable bond she shares with her brother. This song resonates with me deeply because it mirrors my own experiences with mental health. During the peak of COVID-19, I often found myself trapped in a cycle of overachievement and self-doubt, chasing academic validation but feeling increasingly disconnected from what I truly wanted. The reassurance in Billie’s words reminds me of the importance of having someone who anchors you when life feels unmanageable. In the Barbie movie, “What Was I Made For?” explores themes of identity and existential purpose, particularly as they relate to the experience of being a woman. The lyrics, “Think I forgot how to be happy / Something I’m not, but something I can be,” capture the struggle of finding oneself amidst expectations and uncertainty. The song’s introspective tone and minimalist arrangement allow the listener to confront their feelings about purpose and fulfillment. This song resonates with me because, as a woman, I have often questioned my purpose, especially when societal expectations seem at odds with my personal goals. Balancing my identity as a student, a future educator, and an individual has not always been easy. There have been moments where I’ve felt like I’ve lost sight of who I am outside of these roles. Billie’s lyrics remind me that it’s okay to feel lost and that self-discovery is an ongoing journey. The song feels like a quiet conversation with myself. “TV” tackles themes of disillusionment and societal apathy, offering a stark reflection on the distractions that pull us away from important issues. The lyric, “The internet’s gone wild watching movie stars on trial / While they’re overturning Roe v. Wade,” critiques the way society prioritizes celebrity drama over pressing political and social concerns. For me, this lyric speaks deeply to the challenges of being a woman in today’s world, where rights and autonomy are often under threat. This song resonates because it captures the frustration I’ve felt when trying to reconcile personal struggles with broader societal issues. As a woman, navigating these challenges often feels overwhelming, especially when combined with the constant noise of media and distractions. Billie’s candid acknowledgment of this tension reminds me to stay grounded, even when it’s easier to look away. The melancholy tone reflects the collective disillusionment of a generation grappling with systemic issues while finding hope. Each of these songs—“Everything I Wanted,” “What Was I Made For?” and “TV”—connects to a different aspect of my personal experience. “Everything I Wanted” captures the importance of support systems during moments of self-doubt, while “What Was I Made For?” delves into the existential questions I’ve often wrestled with as a woman. “TV” speaks to the broader societal frustrations I’ve felt as I navigate a world that often feels apathetic and overwhelming. Together, these songs form a tapestry of emotions and ideas that have accompanied me through some of my most introspective moments.

As a junior in college, my primary goal is to excel in my studies and prepare for a successful career in both teaching and mathematics. To achieve this, I plan to focus on three main areas: mastering advanced mathematical concepts, strengthening my teaching strategies, and maintaining my mental and physical well-being. I will dedicate 5-7 hours per week to deepen my understanding of complex topics such as uniform continuity, compact sets, and advanced set theory. Additionally, I will engage in academic discussions with professors and peers, using online resources like Khan Academy and academic journals to reinforce my learning. I have set aside a budget of $200 annually for online courses and $150 for textbooks to support my mathematical growth. Throughout each semester, I will complete specific topics and actively participate in peer study sessions and lectures to stay on track. In parallel with my mathematical studies, I aim to improve my teaching strategies, particularly for students with diverse learning needs. I plan to research differentiated instruction, inclusive teaching practices, and classroom management techniques, ensuring that I can connect with all students, especially those with IEPs or other learning challenges. To stay informed about the latest educational trends, I will attend relevant workshops and conferences, allocating $200 per year for professional development. By the time I begin my student teaching practicum, I will be prepared to create an inclusive and supportive classroom environment for all my students. Equally important to my academic and professional development is my mental and physical well-being. I plan to regularly practice mindfulness techniques such as journaling and meditation, while also exercising 3-4 times a week with activities like walking, yoga, or strength training. Ensuring I get 7-8 hours of sleep each night will help me stay focused and energized. I’ll allocate $60-$100 annually for mental wellness apps or therapy. Setting aside personal days for self-care will be essential to prevent burnout and stay engaged in both my studies and my teaching responsibilities. As I move toward my final semester, where I will complete my full student teaching practicum, I aim to integrate everything I’ve learned into this experience. I will seek feedback from mentor teachers and peers, use a teaching journal for reflection, and adapt my teaching methods to meet student needs. This practicum will help me blend my academic knowledge and practical skills, preparing me for a successful teaching career. In addition to student teaching, I plan to attend 2-3 conferences each year to stay updated on trends in mathematics education and expand my professional network. I’ll allocate $1,000 annually for conference fees and professional memberships, ensuring I stay ahead in my field. Networking with professionals in both education and mathematics will be essential to my career development, and I plan to engage with mentors and peers regularly to learn from their experiences and expand my opportunities. By taking a balanced and proactive approach to my academic studies, teaching strategies, and personal well-being, I believe I can achieve my goals and set myself up for success in both education and mathematics. With a clear focus on my personal growth and professional development, as well as a commitment to maintaining a healthy balance, I will be well-equipped to handle the challenges and opportunities that lie ahead in my college career and beyond.

I love connections and play the New York Times games every day. I have always been a fan of the harder connections, where the words for instance were emojis or two letters. These were the puzzles that required you to think critically and be thoughtful and creative in your answers. My puzzle was inspired by this idea and the puzzles that I love so much. A V C U L K Q I X E H B P R N O This is an example of what the board might look like scrambled up. With connections, we know we have four colored categories from easiest to hardest. My categories are the following: Yellow: A E O U - Vowels Green: L X V I - Roman Numerals Blue: B H C N - Chemical Elements Purple: P R K Q - Chess Pieces in Algebraic Notation The vowels are the most straightforward because these are very common letters. Most people are familiar with the primary vowels in the alphabet. This makes it straightforward for anyone to identify the group without confusion, which is why it would be considered the yellow category. The Roman numerals I U X and L are pretty well-known, but they are not as common knowledge as the vowels. This category might be tricky for some people who aren't familiar with Roman numerals, as the letters don't represent numbers directly in everyday life. The chemical elements includes letters that are symbols for chemical elements on the periodic table. In chemistry, each element is represented by a one- or two-letter symbol, and this group represents common elements. B is Boron, C is Carbon, H is Hydrogen, and N is Nitrogen. The concept of chemical symbols might not be immediately recognizable for everyone, especially those without a science background. The letters that represent chess pieces in algebraic notation is by far the hardest as these are the least well-known and least common. P represents Pawn, Q represents Queen, R represents Rook and K represents King. Not everyone is familiar with chess, and thus the association of letters with chess pieces might not be intuitive for all players. The puzzle is challenging in the sense that, like a true connections puzzle, several letters could fit into multiple categories. X is the most ambiguous, as it represents 10 in Roman numerals but could also be confused with the symbol for Xenon, a chemical element. V fits both as 5 in Roman numerals and as Vanadium, a chemical element. I is both a Roman numeral for 1 and a vowel, adding an extra layer of ambiguity. L is primarily a Roman numeral for 50 but could also be mistakenly linked to "long castling" in chess notation, though this is a less common association. These overlapping possibilities make X and V the most challenging, as they belong to both the Roman numeral and chemical elements categories, while I and L introduce more subtle ambiguities. Overall, I think I created a puzzle that highlights my creativity in using single letters but also creates a challenge and critical thinking challenge for problem solvers.

Our curiosity about the universe is perhaps one of the most fundamental aspects of being human. From the ancient civilizations who looked up at the night sky and wondered about the stars, to modern scientists exploring the farthest reaches of space, the quest to understand the universe has driven much of human progress. It is this curiosity that draws me toward mathematics, a field that provides the tools to make sense of the natural world, whether through the structure of equations or the patterns we observe in the universe around us. The importance of studying the universe—whether through physics, philosophy, biology, mathematics, or other disciplines—lies not only in satisfying our intellectual curiosity but in the potential to improve our lives, our societies, and the future of humanity. In this essay, I will explain why I believe this pursuit of knowledge is crucial and how I, as a woman in the mathematical field, hope to contribute to our understanding of the universe. The desire to understand the nature of our universe is deeply ingrained in human culture. Every significant advancement in science and philosophy has stemmed from the drive to answer some fundamental question: What is the nature of reality? What makes the stars shine? How do we fit into the grand scheme of things? These questions have been asked for millennia, but the tools we have today to answer them are far more advanced than those available to the ancient philosophers or astronomers. Yet, the drive to seek knowledge has remained constant. Whether it's the study of black holes and the mysteries of spacetime, the search for new biological life on other planets, or the exploration of the fundamental particles that make up matter, humanity has always sought a deeper understanding of the universe, driven by the profound questions of existence. As a woman in the math field, I am particularly drawn to the mathematical side of this exploration. Mathematics is often described as the language of the universe. From the orbits of planets to the growth of populations and the behavior of particles, mathematical principles provide the structure and consistency that underpins our understanding of nature. It is through math that we can describe the laws of physics, predict the movement of celestial bodies, and even model biological processes. For example, calculus, which deals with rates of change and the accumulation of quantities, is central to the study of motion and dynamics. Differential equations model how systems evolve over time, whether it’s the spread of disease, the behavior of fluids, or the orbit of planets. In this way, mathematics allows us to express complex ideas in precise terms and develop models that can be tested and refined. Mathematics offers an incredible ability to conceptualize abstract ideas, often in ways that no other field can. For instance, concepts such as infinity, continuity, and multidimensional spaces might seem abstract and unrelated to daily life, yet they are fundamental to understanding phenomena at the largest and smallest scales of the universe. The study of fractals, for example, shows how self-similarity at different scales exists in nature, from the branching of trees to the formation of coastlines. The deeper I go into math, the more I realize how interwoven it is with the other sciences. As a student of mathematics, I am not only uncovering pure abstract principles but also contributing to a larger interdisciplinary effort to understand everything from the origins of the universe to the workings of living organisms. One of the aspects that excites me most about studying mathematics is the opportunity it provides to push the boundaries of human knowledge. There are still many unresolved questions that have profound implications for our understanding of the universe. The Twin Prime Conjecture, for example, suggests that there are infinitely many pairs of prime numbers that differ by exactly two. Despite being a simple idea, it has remained unproven for over 150 years. The pursuit of such problems, whether in number theory or other areas of mathematics, offers the promise of discovering new patterns that could reveal more about the structure of the universe itself. Similarly, questions in physics, such as the nature of dark matter and dark energy, which make up most of the universe’s mass-energy content yet remain largely unknown, continue to drive much of scientific inquiry. These unsolved problems demonstrate that, despite all we have learned, much of the universe remains mysterious, and the process of discovery is far from over. I believe that understanding the universe requires a holistic approach that embraces both the empirical and the theoretical. While mathematics provides the tools for constructing models and proving theorems, philosophy encourages us to ask deeper questions about the meaning of those models and the limits of human knowledge. This intersection between disciplines—mathematics, physics, philosophy—represents the complexity of the universe itself. For instance, the study of quantum mechanics challenges not only our understanding of physics but also our very notions of reality and observation. How can something exist in multiple states simultaneously, as quantum theory suggests? This paradox, and many like it, raises profound questions that extend beyond mathematics and into the realm of philosophy. It is this interconnectedness between fields that excites me most, and it is my hope that my studies will help me bridge these disciplines to gain a more comprehensive understanding of the universe. Additionally, as a woman in mathematics, I feel a deep responsibility to contribute to diversifying the voices in the fields that seek to understand the universe. The STEM fields, and mathematics in particular, have historically been dominated by a narrow demographic, and this lack of diversity can limit the perspectives and ideas that shape our understanding of the world. I hope that my work will not only advance mathematical knowledge but also inspire other women to pursue careers in STEM. Representation matters, and by showing that women can thrive in mathematics, I hope to break down the barriers that prevent others from entering the field. I believe that diversity in scientific inquiry leads to more innovative solutions, as different backgrounds and perspectives allow for new ways of thinking about problems. I am particularly motivated to pursue teaching mathematics because of its vast applications in other scientific fields and its potential to inspire students. For example, mathematical biology provides opportunities to model the behavior of ecosystems, the spread of diseases, or the development of new medical treatments, and I want to equip students with the tools to understand and apply these concepts. By teaching math, I can help students see how mathematical models can predict how complex systems evolve over time, fostering their ability to address real-world issues like improving human health, solving environmental problems, and exploring the genetic basis of life. Similarly, I am excited about introducing students to the intersection of mathematics and physics, where math plays a key role in the development of new theories about the universe, from string theory to quantum gravity. By teaching math, I hope to show students how it is essential in making sense of the physical world, motivating them to see math not just as a set of abstract problems, but as a powerful tool to understand and shape the world around them. In conclusion, the pursuit of understanding the universe is a lifelong journey that requires curiosity, dedication, and interdisciplinary collaboration. Through the study of mathematics, I hope to contribute to the body of knowledge that helps us explain and predict the behavior of the universe—from the largest cosmic structures to the smallest particles. I also hope to inspire others, particularly women, to join me in this endeavor. By working together and continuing to explore the unknown, we can move closer to uncovering the fundamental truths that govern our existence.

When I told people I was going to be a math major, I was met with incredulous looks and the frequent question, "Why???" Math is often seen as the most daunting subject, one met with eye rolls, fear, and the question, "When will I ever use this?" To me, however, math is my favorite and most impactful subject. I love math because it combines both rigorous structure and creative exploration. There’s something satisfying about starting with a few basic axioms and building an entire body of knowledge. Math allows me to think logically and critically, while also challenging me to approach problems in unique ways. I appreciate how mathematical concepts provide a framework to understand the world, whether through calculus, algebra, or beyond. One aspect that fascinates me is math’s logical foundation. Every theorem is based on well-defined axioms, and the relationships are carefully constructed through formal proofs. The beauty lies in its consistency: if you follow the rules, the conclusions will always be valid. This sense of rigor motivates me. Math results are universal—they hold true across time and location. Some theorems and concepts in mathematics remain unsolved, which makes the field even more fascinating. One such example is the Twin Prime Conjecture, which suggests that there are infinitely many pairs of prime numbers that differ by exactly two, such as (3, 5) or (11, 13). Despite being proposed over 150 years ago, the conjecture has not been proven. Unresolved problems like such show that mathematics is a constantly evolving field with endless possibilities for discovery. The pursuit of solutions to these questions keeps math dynamic, encouraging new ideas and methods to emerge. For me, the fact that there are still open problems like the Twin Prime Conjecture makes the study of mathematics feel alive, as if the field is still in the process of being explored and understood. Math also challenges me to solve problems creatively. In real analysis, for example, proving properties of continuous functions or demonstrating convergence demands both creativity and precision. Ultimately, math is both challenging and rewarding, encouraging me to think critically while allowing for innovative solutions. Whether solving equations or exploring abstract concepts, math deepens my understanding of the world.

During my time as a math tutor, I encountered a student named Kat who was studying nursing. She was in the middle of a particularly challenging algebra course, and while she was a dedicated student, she was struggling to keep up with the material. At first glance, Kat appeared confident—she spoke with authority, asked the right questions, and seemed to understand the concepts in class. But after a few tutoring sessions, it became clear that she was overwhelmed. With English not being her first language, she struggled to pick up the terms and definitions, and despite her taking great notes and spending countless hours studying, it was clear the concepts were not landing. I could sense her anxiety during our first session. She hesitated before writing down the problems, as if afraid to make a mistake. The fear was palpable. I understood—math has a reputation for being one of the most daunting subjects in any academic program, but for someone working toward a career in nursing, the pressure to succeed felt even higher. After our first few sessions, I realized that simply tutoring her on problem-solving wasn’t enough. She needed more than that; she needed reassurance and a shift in her mindset. I also realized that her biggest barrier wasn’t her academic ability—it was her internal narrative. I found that she really did know the material deep down and could talk me through it well; when it came to doing it independently, she constantly second-guessed herself. She believed that struggling meant she wasn’t "cut out" for nursing, and that fear of failure was holding her back. I decided to take a different approach, focusing not just on teaching the material but on changing her perception of herself. I began by setting a new tone in our tutoring sessions. We started with the basics, revisiting the concepts she found most difficult. But beyond the academic content, I made sure to share my own experiences with learning difficulties. I admitted to her that, like her, I struggle in math despite being a math major. I told her about the times when I felt overwhelmed or like I wasn’t good enough, and how I had learned to view mistakes as part of the learning process rather than as something to be ashamed of. I stressed that understanding came with time and effort and that everyone’s learning path was unique. One day, we worked through a particularly tough set of problems on factoring which she had been struggling with for weeks. Kat was becoming more and more frustrated, and I could see her self-doubt creeping in again. She looked up at me and sighed, “I don’t think I can do this. Maybe I’ll just fail this course.” I could feel the weight of those words, and in that moment, I knew this was more than just a math problem—it was a mental block. Rather than brushing off her concerns or simply telling her she was wrong, I decided to confront her feelings directly. I looked her in the eyes and said, “I know it feels impossible right now. But struggling is ok. You're working hard and this doesn’t define who you are. I believe in you.” It was a simple statement, but I could see it hit her differently. She paused, taking in what I had said. Her shoulders seemed to relax a little, and she went back to the problem, tackling it with renewed determination. I didn’t just focus on solving that one problem; we worked through several more, celebrating each small victory, no matter how minor it seemed. Slowly but surely, she began to trust herself more. Her fear of failure lessened, and her confidence grew. Over the semester, I continued to support Kat in this way. I made sure to celebrate her progress—whether it was mastering a specific technique or simply showing up to each tutoring session with a positive attitude. I also made sure to check in with her emotionally, reassuring her when she hit roadblocks. We would talk about the importance of self-compassion in the face of difficulty, and I made it clear that there was no rush in understanding everything perfectly the first time around. By the end of the semester, Kat had transformed. She was no longer the student who doubted her every step; she had become a confident and capable learner, one who was not afraid to ask questions and tackle challenges head-on. When she came into our final tutoring session right before the final exam, I saw a shift in her confidence as she continued to get every practice problem right and was able to explain the topics to me, which she wasn't able to fully do before. That experience stayed with me, reminding me of the power of kindness in the face of struggle. Sometimes, it’s not enough to just solve the problem at hand—you also need to help people see that they are capable, worthy, and resilient, even in the hardest moments of their lives. And that kindness, that belief in them, can make all the difference.

As a child, I wanted to be a teacher. I vividly remember setting up my dolls in neat rows and pretending to teach them the lessons I had learned at school that day. Teaching felt natural to me even then, and it was something I found both exciting and fulfilling. Over the years, this dream has evolved but remained consistent in its essence. Today, I am pursuing a double major in Secondary Education and Mathematics with the goal of becoming a high school math teacher. While the specifics of my aspirations have become more defined, the core desire to teach and inspire others has never wavered. My passion for teaching stems from my own experiences as a student. I loved school, not just for the academics but for the connections I made with my teachers and peers. Throughout middle and high school, I often found myself helping my friends with their homework, and explaining math problems in a way that made sense to them. Seeing their faces light up with understanding was incredibly rewarding and solidified my desire to teach. In college, I’ve taken on formal roles as a math peer tutor, a teaching assistant, and an Admissions Ambassador, all of which have deepened my commitment to education and shown me the impact a dedicated teacher can have on a student’s confidence and success. One of the most compelling reasons I have chosen this path is my desire to inspire young girls to pursue STEM fields. Growing up, I noticed the subtle gender stereotypes that suggested math and science were not for girls. I often felt like I had to work harder to prove I belonged in advanced math classes, even when my grades and passion for the subject were undeniable. I would be questioned by boys in my group day after day, even when I got to college. It was incredibly frustrating that they constantly denied my abilities and intelligence and made me feel less because of something out of my control. These experiences fueled my determination to break those barriers and show young women that they are just as capable and deserving of success in STEM as anyone else. Representation matters, and I hope that by standing at the front of the classroom, I can inspire more girls to envision themselves in STEM careers. Teaching is not just about imparting knowledge; it’s about creating a supportive and encouraging environment where students feel valued and capable of achieving their goals. I want my classroom to be a place where students learn to embrace challenges, develop resilience, and discover their potential. For me, teaching is not just a career—it’s a calling to make a difference in the lives of others. By combining my love for math, my passion for teaching, and my commitment to breaking gender stereotypes, I hope to leave a lasting impact on my students and contribute to a more inclusive and inspiring future.

My passion for education carried through middle and high school, where I often helped my friends with their homework and tutored peers who struggled with math. By college, this love for teaching evolved into a formal role as a math tutor and a teaching assistant for an algebra course. Teaching is not just a career for me—it is a way to share my enthusiasm for learning and support students in discovering their potential. I am deeply passionate about pursuing a career in teaching because I believe in the transformative power of education. As a future high school math teacher, I want to inspire students to see mathematics as a tool for problem-solving, critical thinking, and creativity. My goal is to create an inclusive and supportive classroom environment where every student feels valued and capable of success, regardless of their background or initial confidence in the subject. Teaching allows me to combine my love for math with my desire to make a meaningful impact on the lives of young people, empowering them to reach their full potential and pursue opportunities they might not have otherwise considered. Growing up, I noticed how stereotypes about math being "too hard" or "better suited for boys" discouraged many girls from exploring their potential. This made me realize the importance of fostering a supportive environment for young girls in math. I believe that it is important for young girls to have a female math role model. Seeing someone who looks like you succeed in general can make a world of difference. I hope to serve as this role model for girls who might otherwise shy away from math. I want to show them that it isn’t something to fear, rather it’s a powerful tool for understanding the world, solving problems, and opening doors to countless opportunities. The first time I failed a math quiz was in my sophomore year of high school in AP Calculus AB. Math had always been easy for me; out of every subject, math was always the one I never had to intensely study. Thus, when I became one of four sophomores to be enrolled in AP Calculus, I felt an immense amount of pressure to do well. I remember specifically this quiz was on applications of derivatives, and I received a 50. I was so disappointed in myself, because not only did I think I knew what I was doing, but this was the first time I struggled with math. I figured I was letting people down and questioned if math was my subject. I decided to see Mrs. Loycano, my teacher, for extra help. I was so nervous that she would think my questions were silly; most of them had to do with the basics of the applications, which were things we went over in class multiple times. However, I was met with the opposite reaction. She started by giving me a summary of each application so I knew what to look for in each problem. She then listened as I explained my confusion on each homework problem and broke down the ideas into step-by-step processes. Most importantly, she didn’t make me feel like I was dumb or inferior for making mistakes. She even told me that making mistakes is part of the learning process and that it is perfectly ok. Teaching is more than a profession to me—it is a calling to inspire and uplift others, just as Mrs. Loycano did for me. By pursuing this path, I hope to be a teacher who not only imparts knowledge but also instills confidence and curiosity in the next generation.

One of the most significant problems I have overcome in my life has been navigating the challenges of living with the duel diagnosis of ADHD and anxiety. I was diagnosed with anxiety in my junior year of high school and ADHD in my sophomore year of college. ADHD often made it difficult for me to sustain focus during long lectures or while working on multi-step math problems, as my mind would frequently wander or jump between ideas. Simple tasks like organizing my schedule or prioritizing assignments felt overwhelming, leading to missed deadlines and unnecessary stress. Anxiety compounded these struggles, as I often found myself paralyzed by the fear of failure or overly critical of my performance, even when I was succeeding. Together, these conditions created a cycle where the pressure to perform perfectly only exacerbated my inability to focus, leading to feelings of frustration and self-doubt. Receiving both diagnoses late in my life made it even more difficult to pinpoint the issues in my childhood. However, instead of letting these challenges define me, I took proactive steps to address them. Through therapy, I learned coping strategies to manage my anxiety, such as grounding techniques and mindfulness exercises that help me stay present. To manage my ADHD, I developed time-management strategies like using detailed to-do lists, breaking tasks into smaller, manageable steps, and setting specific goals for study sessions. Once diagnosed, I took the steps to begin medication to help control both disorders. Additionally, I prioritized my mental health by incorporating regular walks, listening to music, and taking breaks when needed to recharge. These approaches have helped me transform what felt like insurmountable obstacles into opportunities for growth and self-discovery. This scholarship will provide crucial financial support, allowing me to continue focusing on my education and my goal of becoming an inspiring educator. I am blessed to be able to attend a college with an excellent education program, where I have spent over 60 hours inside classrooms getting real time instruction and invaluable experience, I have three on-campus jobs and live at home to offset the cost of tuition, which continues to steadily increase. This scholarship would immensely help pay for the last semesters of my schooling and ensure that I will be able to focus on my studies, decrease the financial burden on myself and my family, and be able to have the necessary tools and knowledge to teach the next generation of learners. With less financial stress, I can dedicate more time and energy to developing innovative teaching methods and participating in outreach programs that promote STEM education in underrepresented communities. By empowering students, particularly young girls, to explore careers in math and science, I aim to give back to the community and contribute to a future where everyone feels they have a place in STEM fields. Philately, the study of postage stamps, offers a unique way to connect young people to history, art, and culture. To encourage interest in this hobby, I would incorporate storytelling and interactive activities into its promotion in the classroom. For instance, students could create their own themed stamp collections, exploring topics that interest them, such as famous scientists, global landmarks, or environmental conservation. Additionally, hosting workshops where students can learn about the historical significance of stamps and how they reflect pivotal moments in history can spark curiosity. By highlighting how philately combines creativity with learning, I believe it can become an engaging and enriching hobby for younger generations. It will also show students how exciting history can be, even in a math classroom!

I want to build a classroom environment where mathematics becomes a gateway to confidence, curiosity, and endless possibilities for students of all backgrounds. As a future high school math teacher, I aim to cultivate a space where students feel empowered to embrace challenges and see math as a tool for understanding and solving real-world problems. This vision extends beyond the standard curriculum—I aspire to create a community of learners who support one another, challenge stereotypes, and inspire each other to reach new heights. One of the key ways I plan to build this environment is by incorporating culturally responsive teaching practices that reflect the diverse experiences of my students. I can make math relatable and engaging by integrating real-world applications and examples that resonate with their lives. For instance, exploring mathematical concepts through data analysis on topics like climate change or social justice can help students see the relevance of math in addressing pressing global issues. My commitment to inclusivity and representation will ensure that every student feels valued and capable of success. Building this classroom community is not just about academic growth; it’s about personal transformation. I want my students to leave my class with a stronger sense of self-efficacy and the confidence to pursue opportunities they may have once deemed unattainable. By mentoring young women and other underrepresented groups in STEM, I hope to inspire a new generation of mathematicians, engineers, and scientists who will break barriers and redefine what it means to succeed in these fields. This effort will have a ripple effect on my community. Students who feel empowered in the classroom carry that confidence into their families, friendships, and future endeavors. They become role models for their peers and younger siblings, demonstrating that hard work and determination can open doors to endless possibilities. By building a classroom that fosters growth, collaboration, and curiosity, I am not just shaping students’ futures—I am contributing to a more equitable and innovative society. In building this classroom, I am also building my own future as an educator who continually learns and adapts to meet the needs of my students. This journey will allow me to grow both personally and professionally, equipping me to make a lasting impact on my students and the broader community.

Veronica Roth’s Divergent introduced readers to a dystopian world divided by factions, each representing a different virtue. The book’s protagonist, Tris Prior, embarks on a journey of self-discovery and rebellion against a rigid societal structure. Neil Burger’s 2014 film adaptation brought this world to life, capturing the essence of the story while adding its own visual and emotional depth. This adaptation is special to me because it perfectly balanced loyalty to the book with cinematic innovation and differences. As a longtime fan of the novel, I was initially apprehensive about how the faction system and Tris’s internal conflicts would translate to film. However, the adaptation surprised me by using its visual and auditory medium to enhance the story in ways the book could not. The visuals enhanced the storytelling and perfectly encapsulated the setting I imagined. The film’s depiction of the futuristic Chicago skyline, with its crumbling skyscrapers and faction headquarters, immediately immersed me in the Divergent universe. The stark visual differences between the factions brought Roth’s world to life: the serene farmland of Amity, the imposing glass structures of Erudite, and the gritty urban sprawl of Dauntless headquarters felt distinct and believable. One moment that left me speechless was the zipline scene, where Tris glides over the cityscape during her initiation. In the book, this scene was thrilling, but seeing it on screen was breathtaking. The camera angles, paired with a soaring musical score, transformed the sequence into a symbol of freedom and bravery. The cast’s performances elevated the story, particularly Shailene Woodley’s portrayal of Tris. She captured Tris’s evolution from a timid Abnegation girl to a fierce Dauntless warrior, embodying her internal struggles and quiet resilience. Theo James as Four brought a compelling mix of strength and vulnerability to the role, making the character’s mentorship and eventual romance with Tris feel authentic and grounded. Kate Winslet’s portrayal of Jeanine Matthews, the manipulative leader of Erudite, added depth to the film’s antagonist. Winslet brought an icy precision to Jeanine that amplified the story’s tension, making the societal conflict feel more urgent and personal. While the book delves deeply into themes of identity and bravery, the film used visuals and performances to heighten these ideas. Tris’s fear simulations, a crucial part of her Dauntless training, were especially powerful on screen. The sequences blended surreal imagery with intense emotion, showing Tris confronting her deepest fears and emphasizing her growing courage. One of the film’s standout moments was the climactic confrontation between Tris and a brainwashed Four. The emotional weight of this scene, enhanced by the actors’ chemistry and the film’s score, highlighted Tris’s determination and love, adding layers to the story that the book conveyed primarily through internal monologue. The adaptation bridged the gap between book and film by staying true to the source material’s core while making smart adjustments. For instance, the pacing was tightened, and certain subplots were streamlined to fit the medium. These changes allowed the film to maintain its momentum without sacrificing the depth of its characters or world. Neil Burger’s Divergent exemplifies what a successful adaptation can achieve. It captured the heart of Roth’s novel while using the unique strengths of film—visual storytelling, music, and performances—to add new layers of meaning and emotion. Watching the movie made me appreciate both mediums more: the book for its introspective depth and the film for its ability to immerse viewers in a vivid, dynamic world. This adaptation not only honored its source material but also redefined it, turning Divergent into a cinematic experience that resonated deeply with fans and newcomers alike.

November 2020: Sitting restlessly in my room on a Zoom call, my leg bouncing continuously. Having an anxiety diagnosis at last made sense; the endless worrying, lack of sleep, racing mind and thoughts, finally had a name. Understanding my anxiety was the first step in reclaiming control of my life. It was a lens through which I began to see not only my struggles but also my strengths—my drive for perfection, my persistence in challenges, and my empathy for others who feel out of place in their own minds. On the other hand, starting a medication to control the worry was a scary thought, as it felt I wasn't fully in control and something was wrong with me. July 2021: we received a short yet terrifying message in our group chat: I'm sorry for everything. This action may seem odd, but nothing to cause immediate concern. For us, however, this was the catalyst for one of the most terrifying two months that will forever haunt me. Our friend had been struggling with the desire to self-harm for a while leading up to this moment, and upon initially bringing up concerns to her parents, she received some pushback and ultimately was ignored. Immediately our minds went to the worst-case scenario. The friend who lived closest went to her house to make sure she was physically alright, which thankfully was the case, but we walked on eggshells around her, trying desperately to convince her to get help and seek therapy, all while being shut down and being told these terrifying ideas of a "suicide date" and ways of self-harm. She left us no choice but to tell a teacher in September. Now, she is still with us and has learned coping strategies, but that fear will stick with me for a long time. July 2024: suicide is a devastating concept. Someone feels so much pain in their life that they can't think of any alternative ending. They mask their pain behind their smile and make everyone think they are ok. Maybe that's why I had no idea this was going to happen. I would've given them a longer hug and that I cared about them. But I had no idea that behind their wide-eyed smile, it would be the last moment we would be together. "I'll come visit you at your school!" I wouldn't. I desperately began to think back, to look for the signs I must have missed from the last time we were together, but there was nothing. Mental illness has affected me and my close friends in ways that I didn't know possible. These are stories that you hear about on the internet or in movies, with the ever-so-inspiring messages that sound like bumper stickers. But in reality, it’s messy, exhausting, and sometimes heartbreaking. It has opened my eyes to the importance of support, understanding, and education when it comes to mental health. Through these experiences, I’ve discovered a deeper sense of purpose: I want to be the teacher who notices the student who seems a little off that day. The teacher who listens, who fosters a safe environment, and who reminds students of their worth. Education isn’t just about academics; it’s about building connections and giving students the tools to navigate not only math problems but also the challenges of life. I’ve seen how impactful teachers can be in shaping lives, and I want to be that source of guidance and encouragement. My journey with mental illness and my desire to make a difference in the lives of others have solidified my commitment to becoming a teacher.

As a math tutor, I’ve encountered countless students from diverse disciplines—nursing, engineering, chemistry, and more—grappling with calculus. A recurring question they ask is, “Why do we need to learn this?” Each time, I answer with enthusiasm because I see firsthand how calculus connects their studies to real-world applications and empowers them to solve complex problems in their fields. In nursing, for example, calculus plays a critical role in understanding physiological processes and medication dosages. The rate at which a drug is absorbed and metabolized in the body can be modeled using differential equations, enabling nurses to ensure safe and effective patient care. When I explain this to nursing students, they begin to see how calculus is vital to their future profession. For engineering students, calculus is the backbone of design and analysis. I’ve worked with students solving problems about forces, stresses, and optimization, showing them how calculus ensures structures like bridges, buildings, and even prosthetic devices are both functional and safe. Watching the “aha” moment when they realize the practicality of their calculus homework is one of the most rewarding parts of my job. In chemistry, integral calculus is used to determine reaction rates and predict concentrations over time. Helping chemistry majors connect the abstract equations they study to real laboratory experiments demonstrates how calculus bridges theory and practice. These experiences as a tutor have deepened my appreciation for calculus as the universal language of STEM. Calculus provides the tools to model change, whether it’s the growth of populations in biology, the flow of electricity in physics, or the optimization of algorithms in computer science. It’s not just about solving equations but about understanding and predicting the world around us. Personally, I also see calculus as a source of empowerment. As a female math major, I am committed to breaking stereotypes and helping students, especially those who feel intimidated by math, recognize their potential. Tutoring students from various fields has reinforced my belief that calculus is not only essential for STEM careers but also a way to build confidence and problem-solving skills that extend far beyond the classroom. Calculus is important in STEM because it fosters critical thinking, creativity, and precision. It challenges us to connect abstract concepts to practical solutions, and as a tutor, I take pride in helping students discover these connections. By mastering calculus, we unlock the ability to innovate, analyze, and improve the world—a goal that unites all disciplines in STEM.

Two semesters ago, in my Applied Adolescent Development class, I did my final project on the impact of ADHD for teenagers. If not diagnosed in childhood, the likelihood of being diagnosed in adolescence decreases significantly, and in adulthood, it is slim to none. The chances of duel diagnoses of ADHD and another disorder, such as anxiety, is increasingly higher in teenagers, leading to ADHD often being misdiagnosed and going untreated. I had no idea that while working on this project, I would learn that this scenario applied directly to me. Mental health plays a significant role in shaping my academic performance and personal life, especially as a straight-A student who thrives on academic validation. I was diagnosed with ADHD spring semester of my sophomore year of college, which had gone undetected throughout my earlier education. This diagnosis provided clarity about many of my behaviors and struggles, such as difficulty focusing on tasks or feeling overwhelmed by the need to meet high academic standards. Alongside this, I also have a general anxiety disorder that amplifies my desire for perfection and creates a cycle of stress and self-doubt. I set unreasonably high expectations of myself and feel defeated and stressed when even the slightest change is made to my GPA. During the COVID-19 pandemic, I was diagnosed with anxiety and depression. The isolation and uncertainty of the time took a toll on my mental health, leaving me feeling unmotivated and detached. Balancing these mental health challenges while maintaining my academic performance was a daunting task. Switching to online learning was very difficult. I thrived in the classroom, and taking myself out of this enviornment and still needing to succeed the same way was terriyfing. Along with unknowlingly having ADHD, I found myself constabtly fidgeting, unable to focus on my work, and feeling ioslated from my friends and my place I thrive in made me so demotivated. However, I’ve learned to navigate these obstacles with a focus on self-compassion and proactive mental health care. These experiences have also deepened my empathy for students who may face similar struggles and have strengthened my commitment to becoming an educator who prioritizes mental health awareness in the classroom. To prioritize my mental health, I have developed a set of habits that allow me to recharge. Spending time outdoors is one of the most grounding activities for me. Whether it’s taking long walks or simply sitting outside with music, these moments help me reconnect with myself and find calm amid chaos. Listening to music also serves as an escape and a source of comfort, helping me regulate my emotions and focus on the present. Another step I’ve taken is giving myself permission to take personal days. These days are moments of rest, where I step away from the demands of academic life to focus solely on my mental well-being. They’ve been instrumental in maintaining my balance and preventing burnout. I envision incorporating similar strategies into my future teaching practice by advocating for mental health breaks and creating an environment where students feel safe prioritizing their well-being. Understanding my mental health has allowed me to approach my academic journey with greater mindfulness. While I still strive for excellence, I’ve learned to celebrate progress rather than perfection and to recognize that my value is not solely tied to grades or achievements. Ultimately, my experiences have taught me that prioritizing mental health is not a detour from success but a foundation for it. By embracing my needs and taking deliberate steps to care for myself, I’ve been able to find strength in my challenges and grow both academically and personally.

My career of choice is teaching, specifically as a secondary math educator. From a young age, I was drawn to the art of explaining concepts, breaking them down into digestible pieces, and watching the spark of understanding light up in others. My passion for teaching stems from my love for mathematics and my desire to make this often-feared subject accessible and even enjoyable for students. Math is more than just numbers and formulas to me; it’s a language of logic, creativity, and problem-solving that unlocks countless opportunities in life. I am especially committed to inspiring young girls to pursue mathematics, challenging stereotypes, and empowering them to see themselves as capable mathematicians. Beyond my personal fascination, I have also become aware of the gender disparities in mathematics and related fields. Growing up, I noticed how stereotypes about math being "too hard" or "better suited for boys" discouraged many girls from exploring their potential. I saw peers doubt their abilities, not because they lacked talent, but because they lacked confidence and encouragement. These experiences made me realize the importance of fostering a supportive environment for young girls in math. I believe that it is important for young girls to have a female math role model. Seeing someone who looks like you succeed in general can make a world of difference. By majoring in mathematics and pursuing a career that emphasizes education, I hope to serve as this role model for young girls who might otherwise shy away from math. I want to show them that it isn’t something to fear, rather it’s a powerful tool for understanding the world, solving problems, and opening doors to countless opportunities. Too often, math is presented as a collection of rules to memorize rather than a way of thinking and exploring. So many students learning math rely on rote memorization, and that is the opposite of truly learning. I want to help students see math’s joy and creativity, whether through hands-on activities, real-world applications, or discussions about the historical and cultural contributions of mathematicians from diverse backgrounds. Pursuing my dream hasn’t come without sacrifices. As a double major in Secondary Education and Mathematics with a Computer Science minor, I’ve had to manage my time and energy to excel academically carefully. Balancing a rigorous course load with extracurricular activities, such as volunteering and tutoring, often means sacrificing leisure time and, occasionally, sleep. Financially, I’ve worked part-time jobs while attending college to support my education and reduce the financial burden on my family. Additionally, I’ve chosen to prioritize academics and career preparation over certain social activities, knowing that the foundation I am building now will lead to a fulfilling and impactful career. I have always been someone who desires and craves "academic validation," finding joy and a sense of purpose in the recognition of my hard work and achievements. This drive has pushed me to consistently set high standards for myself, often prioritizing studying, completing assignments, and preparing for exams over leisure or social events. While this has meant missing out on some experiences, it has also allowed me to grow as a disciplined, goal-oriented individual, fully committed to the pursuit of my personal and educational aspirations. Despite these sacrifices, I find immense fulfillment in knowing that every effort brings me closer to making a difference in the lives of my future students. Teaching is not just a career for me; it’s a calling. The challenges I’ve faced and the sacrifices I’ve made have only deepened my commitment to becoming an educator who inspires, supports, and empowers every student to reach their potential

My name is Brianna Hasbany, and I am a current undergraduate student at Merrimack College double majoring in Secondary Education and Mathematics with a Computer Science minor. I have wanted to be a teacher ever since I was little. Many of my friends struggled to decide what they wanted to major in, but I knew that my calling was as a math teacher. I always excelled in math courses; to me, what others sometimes saw as nothing but numbers and formulas, I viewed as a canvas of logic. Solving problems felt like solving mysteries, and each new concept brought a sense of discovery and accomplishment. This passion for math, coupled with my desire to inspire the next generation of learners, especially young girls, motivated me to pursue a career in education. I attended a Catholic high school and currently attend an Augustinian college, so I take service and servitude very seriously as it has been present in my life for years. My parents have always taught me that is very important to give back to the community, whether it was through volunteering at a Lazarus House food drive or collecting toys for foster kids at Christmastime. As a future teacher, my passion for education goes hand-in-hand with my commitment to community service. Volunteering at the Special Olympics has been one of the most fulfilling experiences of my life. It’s not just about helping to organize events or assist athletes; it’s about fostering an inclusive environment where everyone can shine. The Special Olympics is an organization I have been volunteering for since high school. It has given me the opportunity to witness firsthand the resilience and joy of the athletes, which continues to inspire me in all aspects of my life. From watching athletes overcome personal challenges to celebrating their victories, every event is a testament to the power of perseverance and community. The organization has taught me valuable lessons about empathy, teamwork, and the importance of creating opportunities for all individuals to thrive. I love being able to make a positive impact on people; seeing these atheltes smile and just enjoy being part of something is a feeling that I hope to carry with me forever. One memorable experience of servitude that stands out was during my freshman year of college when I participated in the Young Athletes Special Olympics program. I had the opportunity to work closely with a young athlete who couldn’t have been older than six years old. This boy initially kept to himself and struggled to socialize with the other children. He sat in the corner, hesitantly rolling a soccer ball back and forth to himself. I decided to approach him, sitting down at his level and gently introducing myself. I started rolling the soccer ball back to him, creating a small game that seemed to catch his interest. Over time, he began to open up. His shy smiles turned into laughter, and by the end of the session, he was not only playing with me but also joining the group activities. Seeing him gradually come out of his shell and connect with others was incredibly rewarding. This experience reinforced my belief in the value of inclusion and the importance of creating spaces where everyone feels valued. It also shaped my approach to teaching and community service. Through tutoring and volunteering, I strive to foster environments of encouragement and support, helping individuals develop confidence in their abilities. Whether working with students in special education or general education, my goal is to empower each person to realize their potential and embrace their strengths.

I have been captivated by education and its ability to transform and enrich lives from a young age. My journey toward becoming a high school math teacher has been deeply intertwined with my commitment to helping others reach their fullest potential. Through tutoring and volunteering for the Special Olympics, I have cultivated my skills and deepened my passion for supporting individuals in their personal and academic growth. Tutoring has been one of the most rewarding experiences for me. Since middle school, I have tutored my peers and worked with them on their understanding of specific mathematical concepts. Working one-on-one with students has taught me the importance of patience, adaptability, and understanding different learning styles. I strive to create a supportive and engaging environment where students feel safe to ask questions and explore concepts at their own pace. Each tutoring session is not just about solving math problems; it’s about building confidence and fostering a growth mindset. I aim to empower my students to see their potential and approach challenges with resilience. Volunteering for the Special Olympics has further enriched my purpose of helping others. This experience has allowed me to work with individuals with diverse abilities and backgrounds, teaching me invaluable lessons about empathy, inclusion, and celebration of effort. Being part of an organization that advocates for the athletes' strengths and accomplishments has reinforced my belief that everyone has unique talents worthy of recognition. It has inspired me to approach teaching with a commitment to inclusivity, ensuring that every student feels valued in the classroom. In grades 6-8, I was paired with students in special education in the general education classroom. My relationship with one student, in particular, will be something I continue to carry with me and is what solidified my desire to go into the education field. John was mostly nonverbal, but he had such a positive energy and a passion to complete his work and feel accomplished. While he may not have understood the material, you could tell it was evident he wanted to be in the classroom and feel part of the setting. I eagerly paired with him and included him in our group work, and made sure he was writing the answers down, while also chatting with him and including him in our conversation. His aide told me at our 8th-grade graduation that he always preferred to work with me and was excited to go to class and see me. This made me feel so good and like I made a positive impact on John. Through both tutoring and volunteering, I have developed strong communication and interpersonal skills, essential for fostering connections with my students. Listening actively and responding to their needs is central to my teaching philosophy. I also emphasize the importance of being a role model, demonstrating that perseverance, curiosity, and a willingness to learn are as crucial as academic success. Ultimately, my purpose and passion are rooted in the belief that education is a collaborative journey. I am dedicated to creating an atmosphere where students feel encouraged to take risks, explore their interests, and believe in their abilities. As a future math teacher, I aim to inspire my students not only to excel academically but to become compassionate, confident individuals who support and uplift one another. In conclusion, my experiences as a tutor and volunteer have solidified my commitment to helping others become their best selves. By fostering a supportive learning environment and promoting inclusivity, I aspire to make a positive impact in the lives of my students, empowering them to embrace challenges and celebrate their unique journeys.

i believe it is important to pursue higher education for a mutlitude of reasons. One, higher education allows opportunities for me to expand my knowledge on my majors and in fields where I feel I can personally grow and succeed. It fosters a deeper form of critical thinking and adaptation, which is personally rewarding. After the completetion of my undergraduate degree, my hope is to continue to get my Master's in Teacher Education to further expand my skills and methods of teaching and how to assist students at the secondary level the best I can. Pursing higher education also provides me with wonderful chances to network and explore career opportunites. I have been able to attend multiple Career Development workshops at my college, which were of topics including resume and cover letter building, career mapping, networking tips, and interview preparation. Being an undergraduate at my school allowed me the opprotunity to take part in thse workshops, and I have gained invaluble skills which will elevate my chances of having a successful career after I graduate. They also provided me with general life skills, such as presentation and public speaking, which I can utilize in all aspects of my life. Finally, pursing higher education is important to me because I really want to make a difference in my field. College provides me the opportunity to take specilized education courses that prepare me for classroom scenarios and how to assist the students the best way I can. I am able to expand upon my knoweldge and learn from proffessors who have had first hand experince. My program has student teaching built into the curriculum, so I already have 30 hours of observation time and I will be getting 30 more by the end of this year. There are so many benefits of higher education, which makes it so important to me. I have known I have wanted to be a high school math teacher for the longest time. Starting iin middle school, I was always helping my friends with their math homework and explaining the concepts in a way that clicked for them. In high school and now in college, I tutor upper level mathematical concepts. My favorite moments when I tutor are what I call "aha" moments. These are the instances where the problem clicks for a student, their eyes light up, and you can see the moment where everything makes sense. These not only make the student happy, but I love knowing I helped them understand or overcome something they didn't believe they could. There is a huge teacher shortage in America right now. It is a heavily underappreciated field, and I don't think everybody knows quite how difficult a teacher's job is. I am pursing a major in education because I want to inspire students. I want to be their champion and make them believe in themselves. In math especially, many students struggle because they haven't had the proper instruction and don't believe they can do math. I want to teach math in a way where everyone believes they can learn. i want to make the topics applicable to them and apply them to the real world so they can see the importance of them and know they are learning for a reason. I would love to have the pleasure to watch students growing emotionally, academically, and mentally. I have had so many wonderful teachers, one of who was a math teacher I had for two years in high shcool, who told me if I really wanted something, I would be able to acheive that. All students deserve that.