My athletic career is vastly different from the "traditional" journey. When I was a freshman in high school, I was cut from my school's volleyball team, as my high school was extremely competitive. Despite getting cut, I desired to play volleyball at the collegiate level, and I was going to put in the work necessary to make that dream a reality. Every year, I dedicated myself to perfecting my game, so I could compete at the highest level. For instance, I participated in a fall league during the school season, I worked hard in private training opportunities applying any and all corrections that were given to me, and I competed at the elite level in club volleyball. Most importantly, I took advantage of every open gym, summer workout, and tryout that my school offered leading up to cuts. Despite not enjoying the process of getting cut - year after year - I continued to take advantage of any opportunity to play and grow as an athlete. Furthermore, I recognized that I had to demonstrate to college coaches that I was committed. During my sophomore and junior year of high school, I started to be recruited by multiple schools. I was overjoyed to see my dreams becoming a reality! Following my junior year, I committed to Taylor University to continue my academic and athletic careers, as I pursued a degree in Art Education. I was beyond grateful for my family, friends, coaches, and teammates who encouraged, supported, and loved me through every step of the journey. Especially, my parents, who sacrificed so much to support me in pursuing my dreams! I feel called to teach art in a public middle school (or high school) with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher, I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every way (mentally, emotionally, and physically). From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. I want to ensure that my students feel seen, heard and valued, as I believe this will lead them to work harder, learn more and achieve greater success. Furthermore, I would love to have the privilege of coaching as well. As a collegiate student athlete, I have had the honor of sharing my story, as a means of encouraging them in their own! However, I recognize that my influence does not have to end with my college career. This upcoming fall marks my senior season. Although the idea of my last time stepping foot on the court (as a player) breaks my heart, I am excited for the next chapter. I love the game of volleyball. I am so appreciative of the life lessons that it has taught me, from grit and perseverance to empathy and compassion. It would be an honor to bless other young athletes with the gift of volleyball. Some of the most impactful people in my life were teachers and coaches, and I have the privilege of being both! I hope and pray that I will be as much of a blessing to my future students and athletes, as my teachers and coaches were a blessing for me.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. As an art educator, I have three other objectives. First, encouraging the growth in a student’s artistic ability over the course of a semester or year. Second, teaching students the importance of art-making in developing essential skills, including problem-solving, experimentation, creativity, and more. These skills will be useful regardless of the occupation they hope to pursue. Thirdly, giving a student the opportunity to create freely (within reason), and to learn to express their emotions in a healthy way. For a long time I considered a career in art therapy, due to the wonderful benefits art can have on mental and emotional health. However, I desired to provide students, who would not naturally have access to those resources (due to cost or accessibility), with similar resources in a classroom setting. I believe art is a wonderful gift that is available to anyone and everyone!

Selflessness is putting yourself aside for the betterment of those around you. In my life, I’ve had the wonderful opportunity to embody selflessness by giving my time and energy, natural gifts and abilities, and dedication to serving the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called “Wrapped In Love”, to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Although our mission may seem "small" to some individuals, we are making a difference - one backpack at a time! Over the years, I became more consistently involved, eventually earning a position on the board. As an official board member and volunteer, I am involved in connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The experiences and memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, those that have much more. However, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. Someday, I desire to embody those qualities as naturally as they do. I feel incredibly blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement with “Wrapped In Love”. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never entirely understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. Throughout my high education, and the various experiences I have (work, field placements, etc.), I have worked hard to grow and develop into a competent, caring, and reflective teachers who is prepared to love and serve my students. As an art educator, I have three other objectives. First, encouraging the growth in a student’s artistic ability over the course of a semester or year. Second, teaching students the importance of art-making in developing essential skills, including problem-solving, experimentation, creativity, and more. These skills will be useful regardless of the occupation they hope to pursue. Thirdly, giving a student the opportunity to create freely (within reason), and to learn to express their emotions in a healthy way. Art is a wonderful gift that is available to anyone and everyone! For a long time I considered a career in art therapy, due to the wonderful benefits art can have on mental and emotional health. However, I desired to provide students, who would not naturally have access to those resources (due to cost or accessibility), with similar resources in a classroom setting. This scholarship would help continue to pave the way for me to pursue the career that I feel so called to pursue. The high cost of tuition, alongside the lower income associated with an occupation in the educational field, I understand the importance of seeking scholarships and working hard over summers to raise money, in order to minimize the amount of college debt I will graduate with. I appreciate your time and consideration!

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have in a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are (including their learning style and academic strengths and weaknesses) should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student to creative problem solve, which is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), learning to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, making a commitment to be an adult in their lives that they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

Although I am not a member of the LGBTQIA+ community, so many of the individuals that I dearly love are. I am committed to demonstrating my love for my LGBTQIA+ loved ones, through my career in education, by providing the support that I wished they would have received in school. Adolescence is a foundational time for exploring their identity, so providing consistent love, kindness, and support, as my future students navigate this phase of their development is essential. My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, races/ethnicities, sexual orientations, gender identities, experiences, and learning styles. As a teacher, I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (academically, mentally, emotionally, and physically). Sometimes, students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to know that my classroom is a safe space for them to be themselves. A foundational element of my classroom environment will be RESPECT - respect for ourselves, our peers, and the school's faculty. Importantly, respecting ourselves required everyone to be authentic to who they are, alongside the encouragement of our classmates and teachers to do so. As an educator, I believe the whole of who they are should not be perceived as limitations, but rather enhancers of their education. By developing personal relationships founded on respect and love, I can ensure that I am supporting every student - academically, mentally, emotionally, and physically. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. As an art educator, I desire to teach my students the importance of art-making. Art is a beautiful gift, which has the compacity to teach each of us how to express emotions in a healthy way. I know, from personal struggles with mental health, that it can be difficult to come up with words to express our emotions. In many cases, artistry can express emotions, which we cannot find the words to describe to others. Teaching my students to utilize art-making as a tool for expression will be foundational, as well as supporting students through their personal journey of exploring these emotions. Although I know, in many cases, I cannot fully understand each of my future students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness, love, and grace of God in everything I do. Importantly, I recognize that the Christian community hasn't done the best job of loving our LGBTQIA+ neighbors, as many believers have seemingly forgotten the foundation of our beliefs - LOVING OTHERS, first and foremost. As a result, I want to use the description of unconditional love (found in 1 Corinthians 13) as a guide for interacting with my students every day. Namely, as Scripture tells us that we are nothing without love.

Although I am not a member of the LGBTQIA+ community, so many of the individuals that I dearly love are. I am committed to demonstrating my love for my LGBTQIA+ loved ones, through my career in education, by providing the support that I wished they would have received in school. Adolescence is a foundational time for exploring their identity, so providing consistent love, kindness, and support, as my future students navigate this phase of their development is essential. My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, races/ethnicities, sexual orientations, gender identities, experiences, and learning styles. As a teacher, I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (academically, mentally, emotionally, and physically). Sometimes, students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to know that my classroom is a safe space for them to be themselves. A foundational element of my classroom environment will be RESPECT - respect for ourselves, our peers, and the school's faculty. Importantly, respecting ourselves required everyone to be authentic to who they are, alongside the encouragement of our classmates and teachers to do so. As an educator, I believe the whole of who they are should not be perceived as limitations, but rather enhancers of their education. By developing personal relationships founded on respect and love, I can ensure that I am supporting every student - academically, mentally, emotionally, and physically. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. As an art educator, I desire to teach my students the importance of art-making. Art is a beautiful gift, which has the compacity to teach each of us how to express emotions in a healthy way. I know, from personal struggles with mental health, that it can be difficult to come up with words to express our emotions. In many cases, artistry can express emotions, which we cannot find the words to describe to others. Teaching my students to utilize art-making as a tool for expression will be foundational, as well as supporting students through their personal journey of exploring these emotions. Although I know, in many cases, I cannot fully understand each of my future students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness, love, and grace of God in everything I do. Importantly, I recognize that the Christian community hasn't done the best job of loving our LGBTQIA+ neighbors, as many believers have seemingly forgotten the foundation of our beliefs - LOVING OTHERS, first and foremost. As a result, I want to use the description of unconditional love (found in 1 Corinthians 13) as a guide for interacting with my students every day. Namely, as Scripture tells us that we are nothing without love.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching students the importance of art-making in developing essential skills, including problem-solving, experimentation, creativity, and more. These skills will be useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), and to learn to express their emotions in a healthy way. Art is a wonderful gift that is available to anyone and everyone! This scholarship would pave the way for me to continue to pursue the career, which I feel so called to pursue. The high cost of tuition, alongside the lower income associated with an occupation in the educational field, I understand the importance of seeking scholarships and working hard over summers to raise money, in order to minimize the amount of college debt I will graduate with.

Selflessness is putting yourself aside for the betterment of those around you. In my life, I’ve had the wonderful opportunity to embody selflessness by giving my time and energy, natural gifts and abilities, and dedication to serving the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called “Wrapped In Love”, to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Over the years, I became more consistently involved, eventually earning a position on the board. As an official board member and volunteer, I am involved in connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The experiences and memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, those that have much more. However, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. Someday, I desire to embody those qualities as naturally as they do. I feel incredibly blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement with “Wrapped In Love”. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

I’ve had the opportunity to experience the spirit of giving, through the resources and connections I have to serve the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called "Wrapped In Love" to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Over the years, I became more consistently involved, eventually earning a position on the board. As an official board member and volunteer, I am involved in connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. Someday, I desire to embody those qualities as naturally as they do. As a result of attending a Christian university, I have been able to serve alongside my brothers and sisters in Christ. Through collections (which is often a forgotten piece of the puzzle) and distributions, I have been able to see and hear about the impact serving our homeless neighbors has had on everyone involved, especially my volleyball teammates and coaches, as we have planned to continue incorporating “Wrapped In Love” distributions (at least one to three times a year). These service opportunities have helped shape every one of us and will continue to be incorporated in the future, as we plan for future distributions. In the future, I am looking forward to experiencing the impact of our collective desire to serve. I feel blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

At the start of my senior year, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as many cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. Additionally, once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I could learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences - whether an ADHD diagnosis or anything else.

Receiving a diagnosis for a chronic medical condition made my daily life significantly more challenging, but ultimately that diagnosis protected my health and likely saved my life. By consuming gluten regularly up to that point - whether by intention or cross-contamination - I was harming my body’s ability to function effectively. However, looking back I can see so much good has come from my diagnosis too. I've become much more resourceful and resilient because I must plan ahead, think strategically about my schedule and meals, and advocate for myself to ensure my nutritional needs are met. I believe these life skills will benefit me greatly in my future as an independent young adult and art educator. For many years, even the small amounts of gluten I consumed had negative health effects that I am still working to reverse today. Specifically, I’ve been seeing a functional medicine practitioner to help "reset" my system and improve my overall gut health. My treatment plan and maintenance program has required significant adjustments on my part. However, it's taught me to be more assertive, patient, and flexible on this journey toward better health and wellness. Being a student-athlete, I need to properly fuel my body to perform at my best, as nutrition is key to optimal performance. This is especially difficult, and even more so on a small campus like mine, where there are fewer resources to address special dietary needs. I have learned the importance of planning ahead in order to eliminate gluten exposure as best I can. While eliminating the risk entirely is impossible, I know it's critical to remain vigilant at mealtimes. When I do have a reaction, my symptoms can persist for an extended period of time which makes daily life additionally challenging. Because of this, I've learned to make my physical health and nutrition a high priority. Essentially, these experiences have taught me to take the extra steps necessary to ensure good health - mind, body, and spirit. Though I've grown a great deal since my diagnosis, from a relational perspective, having a chronic medical condition can feel isolating. So much social engagement revolves around food. However, I know that the qualities of resilience, flexibility, and positivity that I’ve developed will make my life more enjoyable in the future. Additionally, I attempt to raise awareness of my medical condition within my sphere of influence, and I try to point out that even though it is difficult, I recognize that the accessibility of healthcare and gluten-free foods is a blessing that many individuals who suffer from it do not have. This bigger-picture perspective has given me a much more positive outlook. Despite the hardships that have resulted from my circumstances, my mother has encouraged me to love and dedicate myself to serving those within the community. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves. However, that was not the way God intended it. He called His followers to love, first and foremost. It is so easy to lose sight of that, but my mother’s words of encouragement have stuck with me. It is for this reason that I have dedicated my own time and energy into serving others – specifically, the unhoused community, as a board member and volunteer for a homeless non-profit, called “Wrapped In Love”. Although living with a chronic medical condition has certainly been difficult in many respects, I am grateful for the lessons that it has taught me and the person I've become. I am stronger, healthier, and more prepared for life because of my diagnosis.

In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

Throughout my 20 years on earth, I have never experienced anyone that so faithfully serves the Lord in all the ways my mother does. As I have grown in my faith, I have come to appreciate and cherish the qualities that I may overlook in my youth. Specifically, her desire to embody Christ’s love, through her words and actions. People gravitate towards my mother – not because of her wisdom, despite possessing it – because of her willingness to serve and love others through all of life’s changing circumstances. She is steady and consistent, willing to sacrifice so much for the needs of others. Beyond this, she recognizes the importance of speaking the truth in love, which is such a rare quality in today’s world. She does not shy away from the truth, due to fear of upsetting others – rather, she meets them where they are providing the perfect balance of love and truth. Because of her example, I attempt to embody that quality in my own life. Although loving others has never been exceptionally difficult for me, the Lord has been teaching me how to be bold in speaking truth. Her love and dedication transcended her circle of influence, as she demonstrated a desire to serve those within the community. My mother would invest hours of her time – teaching, loving, and serving others – but the moments that impacted me the most were the little moments that she would invest into others. For instance, I remember rushing through the city streets of Philadelphia, because our family was running late. However, she paused to pray with a homeless man, wrapping her arms around him in an embrace. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves – our schedule, our problems, our “everything”. However, that was not the way God intended it. He called us to love, first and foremost. It is so easy to lose sight of that, but my mother never does. When she feels the Lord’s call, she does not hesitate, she simply responds. Her example has encouraged me to dedicate my own time and energy into serving others – specifically, as a board member and volunteer for a homeless non-profit. Christ remained at the center of our household, as my parents demonstrated a desire to grow in their faith – individually and together. Their relationship has impacted me and my siblings, as they demonstrate the importance of keeping Christ at the center of their marriage (and everything they do). They encourage one another to grow – through prayer, accountability, and conversation. My mother has never been stagnant in her faith, humbly seeking the Lord in every area of her life. Importantly, she has always encouraged us, her children, to remain dedicated to the race the Lord has set before us. Although her words were impactful, it was her act of faithfully chasing after the Lord that came to impact me the most. She represented all that I wanted to be as a mother, a wife, and a woman. Her example of faithfulness has truly shaped the person I am, as well as the person I am becoming. Although numerous qualities have impacted me, the greatest of these were her desire to faithfully serve the Lord – by loving and serving others, by speaking truth, and by keeping Christ at the center of everything she does. My mother embodies the qualities of a faithful servant, and I am so honored and blessed to call her my mama, my role model, and my best friend.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have in a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student creative problem-solving is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), and learn to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, making a commitment to be an adult in their lives whom they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have in a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

Learning in high school that I had Celiac Disease made my daily life significantly more challenging, but ultimately that diagnosis protected my health and likely saved my life. By consuming gluten regularly up to that point - whether by intention or cross-contamination - I was harming my body’s ability to function effectively. However, looking back I can see so much good has come from my diagnosis too. I've become much more resourceful and resilient because I must plan ahead, think strategically about my schedule and meals, and advocate for myself to ensure my nutritional needs are met. I believe these life skills will benefit me greatly in my future as an independent young adult and art educator. For many years, even the small amounts of gluten I continued to consume had negative health effects that I am still working to reverse today. Specifically, I’ve been seeing a functional medicine practitioner to help "reset" my system and improve my overall gut health. My treatment plan and maintenance program has required significant adjustments on my part. However, it's taught me to be more assertive, patient, and flexible on this journey toward better health and wellness. Being a student-athlete, I need to properly fuel my body to perform at my best, as nutrition is key to optimal performance. With CD, this is especially difficult, and even more so on a small campus like mine, where there are fewer resources to address special dietary needs. I have learned the importance of planning ahead to eliminate gluten exposure as best I can. While eliminating the risk entirely is impossible, I know it's critical to remain vigilant at mealtimes. When I do have a reaction, my symptoms can persist for an extended period of time which makes daily life additionally challenging. Because of this, I've learned to make my physical health and nutrition a high priority. Essentially, Celiac Disease has taught me to take the extra steps necessary to ensure good health - mind, body, and spirit. Though I've learned and grown a great deal since my diagnosis, from a relational perspective, Celiac Disease can feel isolating. So much social engagement revolves around food. However, I know that the qualities of resilience, flexibility, and positivity that I’ve developed will make my life more enjoyable in the future. Additionally, I attempt to raise awareness of Celiac Disease within my sphere of influence, and I try to point out that even though CD is difficult, I recognize that the accessibility of healthcare and gluten-free foods is a blessing that many individuals who suffer from Celiac Disease do not have. This bigger-picture perspective has given me a much more positive outlook. Despite the hardships that have resulted from my circumstances, my mother has encouraged me to love and dedicate myself to serving those within the community. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves. However, that was not the way God intended it. He called His followers to love, first and foremost. It is so easy to lose sight of that, but my mother’s words of encouragement have stuck with me. It is for this reason that I have dedicated my own time and energy to serving others – specifically, the unhoused community, as a board member and volunteer for a homeless non-profit, called “Wrapped In Love”. Although living with Celiac Disease has certainly been difficult in many respects, I am grateful for the lessons that it has taught me and the person I've become. I am stronger, healthier, and more prepared for life because of my diagnosis.

Learning in high school that I had Celiac Disease made my daily life significantly more challenging, but ultimately that diagnosis protected my health and likely saved my life. By consuming gluten regularly up to that point - whether by intention or cross-contamination - I was harming my body’s ability to function effectively. However, looking back I can see so much good has come from my diagnosis too. I've become much more resourceful and resilient because I must plan ahead, think strategically about my schedule and meals, and advocate for myself to ensure my nutritional needs are met. I believe these life skills will benefit me greatly in my future as an independent young adult and art educator. For many years, even the small amounts of gluten I continued to consume had negative health effects that I am still working to reverse today. Specifically, I’ve been seeing a functional medicine practitioner to help "reset" my system and improve my overall gut health. My treatment plan and maintenance program has required significant adjustments on my part. However, it's taught me to be more assertive, patient, and flexible on this journey toward better health and wellness. Being a student-athlete, I need to properly fuel my body to perform at my best, as nutrition is key to optimal performance. With CD, this is especially difficult, and even more so on a small campus like mine, where there are fewer resources to address special dietary needs. I have learned the importance of planning ahead to eliminate gluten exposure as best I can. While eliminating the risk entirely is impossible, I know it's critical to remain vigilant at mealtimes. When I do have a reaction, my symptoms can persist for an extended period of time which makes daily life additionally challenging. Because of this, I've learned to make my physical health and nutrition a high priority. Essentially, Celiac Disease has taught me to take the extra steps necessary to ensure good health - mind, body, and spirit. Though I've learned and grown a great deal since my diagnosis, from a relational perspective, Celiac Disease can feel isolating. So much social engagement revolves around food. However, I know that the qualities of resilience, flexibility, and positivity that I’ve developed will make my life more enjoyable in the future. Additionally, I attempt to raise awareness of Celiac Disease within my sphere of influence, and I try to point out that even though CD is difficult, I recognize that the accessibility of healthcare and gluten-free foods is a blessing that many individuals who suffer from Celiac Disease do not have. This bigger-picture perspective has given me a much more positive outlook. Despite the hardships that have resulted from my circumstances, my mother has encouraged me to love and dedicate myself to serving those within the community. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves. However, that was not the way God intended it. He called His followers to love, first and foremost. It is so easy to lose sight of that, but my mother’s words of encouragement have stuck with me. It is for this reason that I have dedicated my own time and energy to serving others – specifically, the unhoused community, as a board member and volunteer for a homeless non-profit, called “Wrapped In Love”. Although living with Celiac Disease has certainly been difficult in many respects, I am grateful for the lessons that it has taught me and the person I've become. I am stronger, healthier, and more prepared for life because of my diagnosis.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student creative problem-solving is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), and learn to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, making a commitment to be an adult in their lives whom they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student creative problem-solving is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), and learn to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, making a commitment to be an adult in their lives whom they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

My dream is to someday teach middle or high school art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Leadership is inspiring, encouraging and assisting others to become their best selves. Successful leadership requires a wonderful balance of drive and dedication to a goal, alongside knowing the people that are under your care. In my experience, I tend to naturally embody servant leadership. Servant leadership required developing committed relationships built on a foundation of love. In order to be an effective teacher, I desire to represent the qualities of a servant leader, being whatever my students need to achieve success throughout their lives. If a student needs someone to listen to their hardships, I will be that. If a student needs someone to discipline them, in order to learn, I will be that. If a student needs someone that can give helpful advice about personal hardships, I will be that. No matter the circumstances, I am committed to being whatever my students need. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

The sport of volleyball has taught me to overcome adversity. After freshmen year tryouts, I was called into the coach’s office. Despite affirming my athletic abilities, he informed me that he did not have a position to offer me. This was the curse of a large school’s athletic program, as I had tried out alongside one hundred and twenty other talented freshmen athletes. However, he encouraged me to continue pursuing volleyball and to attend tryouts again the following year. Despite being disappointed, this rejection fueled my passion to grow as an athlete. I refused to allow rejection to diminish the passion I had for the sport of volleyball. Despite this experience of adversity, I knew that I desired to play college volleyball. However, I understood that my journey would be much more difficult than other athletes. I worked hard to grow in my craft, through individual training, studying film, and more. The most impactful of these was my experience playing club volleyball. I received recognitions that affirmed my talent and hard work, including being named team captain all four years of club volleyball, due to my leadership abilities and position as libero. In this role, my team experienced numerous successes, which allowed colleges to recognize me as a candidate to play college volleyball. Although it was difficult to go back after facing rejection, I knew that I had to persevere and continue to try out for the high school team. There were numerous reasons for continuing to attend summer workouts, open gyms, and tryouts. Most significantly, it represented perseverance and dedication to the college coaches I was in contact with and it was an opportunity for free reps on the volleyball court. Every year, I tried out for the volleyball team, facing the same rejection I did freshman year of high school. Despite facing rejection all four years of high school, it eventually paid off. In my senior year, before the final tryout, I committed to continue my athletic and academic career at Taylor University. These experiences taught me I am capable of doing exceptionally difficult things, demonstrating perseverance through adversity. So many individuals have asked me, “If it had been your choice, would you have played high school volleyball?” I can confidently say that I would not change a thing, because I wouldn’t be the person I am today without my experiences. God’s goodness was so evident through every step of my story, and I am incredibly grateful for the life lessons I have learned through the sport of volleyball.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are (including their learning style and academic strengths and weaknesses) should not be perceived as limitations, but rather enhancers of their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student to creative problem solve, which is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), learning to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, making a commitment to be an adult in their lives whom they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

At the start of my senior year of high school, I received news that completely changed my understanding of my own brain. I was diagnosed with Attention-Deficit Hyperactive Disorder (inattentive type). For much of my life, I held the belief that I "wasn't bright" because academic coursework did not come as naturally as it did for so many students around me. I came to realize that I wasn't "dumb" or "a poor student" but rather different. Although navigating a late-term diagnosis came with its own set of challenges, I feel incredibly blessed to have received a diagnosis at all, as approximately 50-75% of cases of women with ADHD are missed. Another upside was this: receiving a diagnosis later in my life allowed me to develop essential skills, such as time management, advance planning, determining environments and steps to promote focus and advocating for and accepting academic assistance. Looking back, I can see that these skills have only benefited me. And once I was given the proper medication and accommodations, I was able to thrive in the classroom and achieve more than I thought possible. Rather than discouraging me, my late-term diagnosis gave me added confidence as I learned more about my brain and the necessary steps I need to take to be successful. Although my academic coursework was challenging, I have always had a love of learning. It just didn't always appear that way to my teachers and classmates. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive and seemingly distracted or disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. As time went on, many teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. However, one teacher in particular sought to capture my attention, get to know me for who I was and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated and cultivated. For the first time, I felt that I had a teacher who truly believed I had the capacity to learn. My dream is to someday teach art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences.

My dream is to someday teach middle school (or high school) art in a public school with a beautifully diverse student population. We are all unique individuals - with different ideas, families, backgrounds, beliefs, ethnicities, orientations, experiences and learning styles. As a teacher I hope to be a source of consistency and encouragement in my students’ lives, loving them as I believe God has called me to do. Specifically, I want to be a daily reminder to my students that they are cherished and cared for in every aspect (mentally, emotionally, and physically). Sometimes students lack stability and/or strong support at home, so receiving it in a comfortable and safe environment like school is crucial. From personal experience, I know the impact good teachers can have on a student’s life, and I want to have that same positive influence on my students too. My desire is for every one of my future students to believe they have the capacity to learn, and even when they lack that confidence, I hope they will know there is someone in their corner who does believe it. The whole of who they are should not be perceived as limitations, but rather enhancers to their education. I truly believe that students who feel seen, heard and valued will work harder, learn more and achieve greater success than those who feel overlooked or pre-judged because of their differences. Although I know I will never fully understand each of my students' unique attributes, I know acknowledging and appreciating them is a driving factor in why I feel called to this. As a Christian, I am called to serve my students, reflecting the kindness and grace of God in everything I do. I want to use the description of unconditional love (found in 1 Corinthians 13:4-8) as a guide for interacting with my students every single day. As an art educator, I have three other objectives. First, measuring the growth in a student’s artistic ability over the course of a semester or year. Second, teaching a student to creative problem solve, which is useful regardless of the occupation they hope to pursue. Lastly, giving a student the opportunity to create freely (within reason), learning to express their emotions in a healthy way. As a supplement to my teaching, I would like to be producing art with my students throughout the year. In my opinion, all artists have room for growth no matter how naturally gifted or experienced. By creating art alongside my students, I can continue to grow and adapt as an artist and an educator, rather than getting stuck in my ways over time. Additionally, this may help me discover new ways of teaching different students too. At the end of the day, however, the art is secondary to the student. Personally, I care far more about creating positive relationships with my students than any of the art they may produce in my classroom. My mission is to create a consistent and loving relationship with all my students, committing to be an adult in their lives whom they feel comfortable reaching out to. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead.

In my life, I’ve had the wonderful opportunity to have the resources and connections to serve the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called “Wrapped In Love”, to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Over the years, I became more consistently involved, eventually earning a position on the board. As a result of being under the age of 18, I was given an “honorary” board member position. Today, I am an official board member and volunteer, which involves connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The experiences and memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, those that have much more. However, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. I feel incredibly blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement with “Wrapped In Love”. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

In my life, I’ve had the wonderful opportunity to have the resources and connections to serve the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called “Wrapped In Love”, to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Over the years, I became more consistently involved, eventually earning a position on the board. As a result of being under the age of 18, I was given an “honorary” board member position. Today, I am an official board member and volunteer, which involves connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The experiences and memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, those that have much more. However, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. I feel incredibly blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement with “Wrapped In Love”. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

I’ve had the wonderful opportunity to have the resources and connections to serve the homeless community. Throughout my life, I have held the belief that every individual feels called to serve a specific community of people. Since I was in the seventh grade, I have been volunteering with a non-profit organization, called “Wrapped In Love”, to provide essential resources to the unhoused neighbors in our community. Furthermore, these backpacks provide us with the opportunity to connect and pray with the individuals we meet. Over the years, I became more consistently involved, eventually earning a position on the board. As a result of being under the age of 18, I was given an “honorary” board member position. Today, I am an official board member and volunteer, which involves connecting with various organizations in the area to raise financial support, along with continuing to distribute to and connect with the homeless community. The experiences and memories I have from working with the unhoused community have changed my life and transformed my perspective. These people have been cast aside, ignored, and overlooked for far too long. Many individuals not living in their circumstances will look upon them with judgment, building a story in their minds that justifies their current living arrangements. The homeless community experiences a high risk of harm, both physically and verbally. Despite these various circumstances, the members of the unhoused community share many of the same qualities – joy and gratitude. Although many of these individuals are in circumstances that are less than ideal, they radiate a joy that is truly miraculous. Not only that, but they desire to share their joy with everyone that expresses an interest in them. Whether a short interaction or an hour-long conversation, they radiate joy in their smile, words, and actions. Furthermore, these individuals express a gratitude that is completely unfounded in other communities of people. Namely, those that have much more. However, their circumstances have encouraged them to express gratitude for the seemingly little things that so many of us overlook – the sunshine, the connection, and more. Their expression of gratitude has allowed them to keep their lively spirits, despite the difficult circumstances they are living in. As someone that has the privilege of interacting with these wonderful individuals, it is impossible to walk away unmoved by their joyful persona and grateful spirit. I feel incredibly blessed by the relationships I have cultivated and the memories I have made with my unhoused neighbors, as a result of my involvement with “Wrapped In Love”. Even more so, I am grateful for the lessons the Lord has taught me, and I look forward to what else He has in store. I have so much to learn from their joy and gratitude, and I desire to embody those qualities as naturally as they do someday.

My senior year of high school, I received news that completely changed my life. I was diagnosed with ADHD. Despite my academics being challenging, I have always had a love of learning. However, it didn't always appear that way to those around me. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive, and seemingly disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. Teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. So, for much of my life, I held the belief that I "wasn't bright" because my academics did not come naturally to me. This all changed when one teacher sought to capture my attention, get to know me, and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated, and cultivated. For the first time, I felt that I had a teacher who believed I had the capacity to learn. Understanding the impact of this, I desire to do the same for my future students someday. Although navigating a late-term diagnosis came with its own set of challenges, I feel blessed to have received my diagnosis, as many cases of women with ADHD are missed. By receiving a later diagnosis, I was able to develop many essential skills (time management, advance planning, determining environments and steps to focus, and advocating for and accepting academic assistance). Looking back, I can see that these skills have only benefited me. Rather than discouraging me, my late-term diagnosis gave me the confidence to learn more about my brain, and the necessary steps (accommodations and medications) I need to take to be successful. Today, I am able to thrive in the classroom, achieving more than I have ever thought possible. My dream is to teach art in a public school with a beautifully diverse student population. We are all unique - with different ideas, backgrounds, beliefs, ethnicities, orientations, and learning styles. As a teacher, I hope to be a source of consistency and encouragement in my students’ lives, loving them as God has called me to do. Specifically, I want to be a reminder that they are cherished and cared for (mentally, emotionally, and physically). From personal experience, I know the impact good teachers can have on a student’s life, so I want to have that same positive influence on my students too. My desire is that they believe in their capacity to learn, and even when they lack confidence, I hope they know there is someone in their corner who believes it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I believe that students who feel seen, heard, and valued will work harder, learn more, and achieve greater success. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead. This scholarship will enable me to receive the education necessary to pursue the career that I have been called to.

In my senior year of high school, I received news that completely changed my life. I was diagnosed with ADHD. Despite my academics being challenging, I have always had a love of learning. However, it didn't always appear that way to those around me. Many teachers became frustrated by my “talkative and bubbly” personality (nice descriptors that implied I was inattentive, disruptive, and seemingly disinterested). Likewise, I was becoming increasingly frustrated by what seemed to be my inability to learn new concepts and retain information. Teachers seemed to dismiss or marginalize me to some degree, and in the process, I began to disengage further. So, for much of my life, I held the belief that I "wasn't bright" because my academics did not come naturally to me. This all changed when one teacher sought to capture my attention, get to know me, and engage me in the learning process. Instead of viewing my learning differences as drawbacks, this teacher viewed them as something to be studied, nurtured, celebrated, and cultivated. For the first time, I felt that I had a teacher who believed I had the capacity to learn. Understanding the impact of this, I desire to do the same for my future students someday. Although navigating a late-term diagnosis came with its own set of challenges, I feel blessed to have received my diagnosis, as many cases of women with ADHD are missed. By receiving a later diagnosis, I was able to develop many essential skills (time management, advance planning, determining environments and steps to focus, and advocating for and accepting academic assistance). Looking back, I can see that these skills have only benefited me. Rather than discouraging me, my late-term diagnosis gave me the confidence to learn more about my brain, and the necessary steps (accommodations and medications) I need to take to be successful. Today, I am able to thrive in the classroom, achieving more than I have ever thought possible. My dream is to teach art in a public school with a beautifully diverse student population. We are all unique - with different ideas, backgrounds, beliefs, ethnicities, orientations, and learning styles. As a teacher, I hope to be a source of consistency and encouragement in my students’ lives, loving them as God has called me to do. Specifically, I want to be a reminder that they are cherished and cared for (mentally, emotionally, and physically). From personal experience, I know the impact good teachers can have on a student’s life, so I want to have that same positive influence on my students too. My desire is that they believe in their capacity to learn, and even when they lack confidence, I hope they know there is someone in their corner who believes it. The whole of who they are should not be perceived as limitations, but rather enhancers of their education. I believe that students who feel seen, heard, and valued will work harder, learn more, and achieve greater success. In my life, I have learned that everyone loves to talk about the concept of using their lives to change the world in some fashion, but I would much rather prepare my students and watch them be the ‘world changers’ instead. This scholarship will enable me to receive the education necessary to achieve my goals and pursue the career that I have been called to.

Learning in high school that I had Celiac Disease made my daily life significantly more challenging, but ultimately that diagnosis protected my health and likely saved my life. By consuming gluten regularly up to that point - whether by intention or cross-contamination - I was harming my body’s ability to function effectively. However, looking back I can see so much good has come from my diagnosis too. I've become much more resourceful and resilient because I must plan ahead, think strategically about my schedule and meals, and advocate for myself to ensure my nutritional needs are met. I believe these life skills will benefit me greatly in my future as an independent young adult and art educator. For many years, even the small amounts of gluten I continued to consume had negative health effects that I am still working to reverse today. Specifically, I’ve been seeing a functional medicine practitioner to help "reset" my system and improve my overall gut health. My treatment plan and maintenance program has required significant adjustments on my part. However, it's taught me to be more assertive, patient, and flexible on this journey toward better health and wellness. Being a student-athlete, I need to properly fuel my body to perform at my best, as nutrition is key to optimal performance. With CD, this is especially difficult, and even more so on a small campus like mine, where there are fewer resources to address special dietary needs. I have learned the importance of planning ahead in order to eliminate gluten exposure as best I can. While eliminating the risk entirely is impossible, I know it's critical to remain vigilant at mealtimes. When I do have a reaction, my symptoms can persist for an extended period of time which makes daily life additionally challenging. Because of this, I've learned to make my physical health and nutrition a high priority. Essentially, Celiac Disease has taught me to take the extra steps necessary to ensure good health - mind, body, and spirit. Though I've learned and grown a great deal since my diagnosis, from a relational perspective, Celiac Disease can feel isolating. So much social engagement revolves around food. However, I know that the qualities of resilience, flexibility, and positivity that I’ve developed will make my life more enjoyable in the future. Additionally, I attempt to raise awareness of Celiac Disease within my sphere of influence, and I try to point out that even though CD is difficult, I recognize that the accessibility of healthcare and gluten-free foods is a blessing that many individuals who suffer from Celiac Disease do not have. This bigger-picture perspective has given me a much more positive outlook. Despite the hardships that have resulted from my circumstances, my mother has encouraged me to love and dedicate myself to serving those within the community. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves. However, that was not the way God intended it. He called His followers to love, first and foremost. It is so easy to lose sight of that, but my mother’s words of encouragement have stuck with me. It is for this reason that I have dedicated my own time and energy to serving others – specifically, the unhoused community, as a board member and volunteer for a homeless non-profit, called “Wrapped In Love”. Although living with Celiac Disease has certainly been difficult in many respects, I'm grateful for the lessons that it has taught me and the person I've become. I am stronger, healthier, and more prepared for life because of my diagnosis.

Throughout my 20 years on earth, I have never experienced anyone that so faithfully serves the Lord in all the ways my mother does. As I have grown, I have come to appreciate and cherish the qualities that I may have overlooked in my youth. Specifically, her desire to embody Christ’s love, through her words and actions. People gravitate towards my mother – not because of her wisdom, despite possessing it – because of her willingness to serve and love others through all of life’s changing circumstances. She is steady and consistent, willing to sacrifice so much for the needs of others. Beyond this, she recognizes the importance of speaking the truth in love, which is such a rare quality in today’s world. She does not shy away from the truth, due to fear of upsetting others – rather, she meets them where they are providing a wonderful balance of love and truth. Because of her example, I attempt to embody that quality in my own life. Although loving others has never been exceptionally difficult for me, the Lord has been teaching me how to be bold in speaking the truth. Her love and dedication transcended her circle of influence, as she demonstrated a desire to serve those within our community. My mother would invest hours of her time – teaching, loving, and serving others – but the moments that impacted me the most were the seemingly little moments that she invested into others. However, to these people, those moments were not "little". I remember rushing through the city streets of Philadelphia because our family was running late. However, she paused to pray with a homeless man, wrapping her arms around him in an embrace. Oftentimes, the world will attempt to pull our attention away from others, as we become entranced with ourselves – our schedule, our problems, our “everything”. However, that was not the way God intended it. He called us to love, first and foremost. It is can be easy to lose sight of that, but my mother never does. When she feels the Lord’s call, she does not hesitate, she simply responds. Her example has encouraged me to dedicate my own time and energy to serving others – specifically, the unhoused community, as a board member and volunteer for a homeless non-profit. Christ remained at the center of our household, as my parents demonstrated a desire to grow in their faith – individually and together. Their relationship has impacted me and my siblings, as they demonstrate the importance of keeping Christ at the center of their marriage (and everything they do). I cannot remember a time that my mother has been stagnant in her faith, as she always humbly seeks the Lord in every area of her life. Importantly, she has always encouraged us, her children, to remain dedicated to the race the Lord has set before us. Although her words were impactful, it was her actions of faithfully chasing after the Lord that came to impact me the most. She represented all that I wanted to be as a mother, wife, and woman. Her example of faithfulness has shaped the person I am, as well as the person I am becoming. Although numerous qualities have impacted me, the greatest of these was her desire to serve the Lord – by loving and serving others, speaking the truth, and keeping Christ at the center of everything she does. My mother embodies the qualities of a faithful servant, and I am so honored and blessed to call her my mama, my role model, and my best friend.