My name is Edgar. I am a first-generation Latino college student and a U.S. Marine Corps veteran with nine years of active-duty service. After developing an autoimmune condition and chronic migraines, I began the transition from military life to pursuing a Bachelor’s degree in Psychology with a concentration in Neuroscience. As a married father of two, I am working to become the first in my family to earn a college degree while rebuilding my career and balancing school with family responsibilities. These experiences have shaped a focused goal: to deliver high quality clinical care and to develop new, evidence based treatment models for developmental and severe psychological disorders. This summer I dedicated 275 hours to volunteer service, working directly with veterans, families, and youth. I listened, connected people to resources, and facilitated group activities. Those hours reinforced that effective clinical care depends on consistent presence, trust, and culturally informed practice. I also saw the consequences of limited access: long waitlists, stigma, and a shortage of clinicians trained to treat complex comorbidities such as chronic pain with mood and developmental disorders. Those gaps convinced me that clinical practice and clinical research must advance together. My academic focus is clinical counseling, applied clinical practice, and psychological research. I plan to become a licensed clinician who provides hands on treatment while conducting rigorous clinical research. Clinically, I will prioritize establishing sliding scale community clinics and mobile mental health units in rural South Carolina, where access is scarce and transportation is a major barrier. These clinics will offer trauma informed individual and family therapy, integrated care for chronic illness and mental health, and flexible hours and telehealth options so parents, shift workers, and rural residents can receive consistent treatment. Research will be central to my work. I intend to design and test new treatment models for developmental disorders and abnormal psychological conditions that often resist standard approaches. My research agenda includes adapting evidence based therapies to account for sensory differences, chronic pain, and overlapping medical conditions; developing brief, scalable interventions that can be delivered by supervised clinicians in community settings; and evaluating hybrid care models that combine in person therapy, mobile outreach, and telehealth. By running pragmatic clinical trials in the very clinics I help build, I will ensure that research addresses real world constraints and produces interventions that are both effective and implementable in underserved communities. My commitment is informed by family and service. The values my grandparents and mentors modeled, resilience, kindness, and self belief, drive my work. Military service taught me leadership and accountability; my health challenges taught me humility and the need for integrated care; my volunteer work taught me how to translate compassion into clinical practice. Receiving the Doc & Glo Scholarship would provide stability during this transition. It would allow me to reduce work hours, focus on intensive practicum and supervised clinical training, and pursue specialized research training that will directly improve treatment options for people who are often overlooked. This scholarship would accelerate a vision where clinical care and clinical science work hand in hand to make mental health treatment accessible, practical, and transformative for families in rural South Carolina and beyond. I am determined to build services and evidence that restore dignity and help people thrive.

Being the first in my family to pursue higher education means stepping into a world without a map. My parents supported me growing up near a Marine base, but they had no experience with college applications, financial aid, or the path to graduate school. I enlisted, served on active duty as a Marine, and returned as a veteran. Military service taught me discipline, accountability, and how to carry responsibility for others. Now, as a first-generation college student preparing for a premed track and graduate study, I am building my own roadmap one step at a time. The transition from active duty brought unexpected financial burdens that I am still paying down. To stay in school, I work part time and participate in a federal work study program, and I often accept unpaid opportunities to gain the clinical and research experience essential for medical school. Juggling paid work, unpaid internships, and rigorous coursework has been a constant balancing act. These demands have forced me to become highly organized and resourceful, but they also limit the time I can dedicate to the intensive study and tutoring I need for premed prerequisites and the MCAT. This summer I volunteered for more than 275 hours across Charleston County, supporting underserved and special needs children and their families. That hands on experience confirmed my commitment to mental health care and pediatric support, and it clarified why I am pursuing Psychology alongside premed preparation: to combine clinical knowledge with compassionate, evidence-based care for children, families, veterans, and those in need of psychiatric intervention. Being first generation means I must learn systems by doing. I seek mentorship, apply for every scholarship I can find, and prioritize experiences that strengthen my application, including research, clinical exposure, and rigorous coursework. Yet financial strain makes it difficult to afford paid prep courses, private tutoring, and the uninterrupted study time required to excel in science classes and on standardized exams. A Marcia Bick Herman Scholarship would do more than ease tuition bills; it would free critical hours to focus on tutoring, lab work, and the intensive preparation required for medical school and graduate training. With reduced financial pressure I could enroll in prep courses, secure consistent tutoring, and accept paid clinical opportunities that align with my goals rather than unpaid roles I can only fit around work. My ambition is practical; I aim to become a clinician who bridges gaps in access to care for vulnerable populations. My drive comes from lived experience—military service, long volunteer hours, and the responsibility of being the first in my family to pursue this path. With financial support, I can invest in academic preparation and professional experiences that will make graduate school and a career in clinical care possible.

Growing up near a Marine base, I did not just admire service from the sidelines—I joined. I served on active duty as a Marine and now carry that identity as a veteran. Military life taught me discipline, accountability, and how to lead under pressure. It also exposed me to the actual costs of service: physical injuries, invisible trauma, and the financial strain that can follow transition to civilian life. Those realities shaped my commitment to practical, community-centered care. To support myself through school I work part time and participate in a federal work study program, while managing credit card debt from the transition period. Last summer I volunteered more than 275 hours across Charleston County, providing direct assistance to underserved and special needs children and their families. That work, running activities, coordinating resources, and offering one on one support showed me how targeted, compassionate programs can stabilize families and change outcomes. I am studying Psychology to turn frontline experience into effective services: therapy, mental health programs, and family support tailored to children with special needs, parents, individuals with psychiatric needs, veterans, and first responders. My academic focus is practical evidence-based interventions, trauma informed care, and community outreach that reduce barriers to treatment and improves outcomes. Ambition for me is rooted in service; I want to build systems that honor sacrifice with real resources. My drive comes from lived experiences, long years of services, and applied hours of volunteering. I write this to say that impact means measurable improvements in access to care and family stability. The Neetu Watumull Scholarship would ease immediate financial pressure and let me devote more time to practicum, internships, and academic work. With this support I can deepen my training and expand community engagement that can turn service into sustainable opportunity for those who protect us.

Being a first generation Mexican American college student is one of the most meaningful parts of my identity. It represents the hopes of my family, the sacrifices of the generations before me, and the responsibility I feel to create a future that honors where we come from. Like José Melendez, my parents understood the power of education even when they did not have access to it themselves. Their belief in opportunity, despite hardship, limited resources, and the challenges of navigating life in a new country shaped the way I see my own path. I grew up watching my family work long hours, stretch every dollar, and push through obstacles with quiet determination. They taught me that dignity comes from effort, that character is built through service, and that education is not just a personal achievement but a way to uplift your entire community. These foundational tenets stayed with me when I enlisted in the United States Marine Corps at twenty. I served nine and a half years, learning discipline, resilience, and the importance of showing up for others. The military gave me structure, but it also revealed how many people, especially Latinos, immigrants, and working class families, struggle to access mental health support, guidance, and stability. After developing chronic health conditions, I made the decision to transition out of the military and pursue higher education full time. Starting over has not been easy. I am a married father of two, rebuilding my life while working toward becoming the first in my family to earn a college degree. But this challenge is also my motivation. Every class I take, every late night I spend studying, every step I take toward my degree is a step toward breaking cycles that have existed in my family for generations. My passion for being a first generation Mexican American college student comes from the belief that representation matters, especially in mental health. I am pursuing a degree in Psychology because I want to serve communities that often feel unseen or misunderstood. Latino families, veterans, and neurodivergent individuals frequently face barriers to care, whether due to stigma, language, cultural disconnect, or financial limitations. I want to become a clinician who understands those barriers from lived experience, someone who can provide culturally informed, compassionate support to people who deserve more than basic accommodation. Education is not just a personal goal for me; it is a way to honor my family’s sacrifices and contribute to the community that shaped me. It is a way to show my children that their heritage is a source of strength, not limitation. It is a way to carry forward the legacy of people like José Melendez and the legacy of my grandfather, individuals who believed in education even when they did not have the chance to pursue it themselves. This scholarship would help me continue my education with stability and focus, allowing me to build a future rooted in service, resilience, and the values my family instilled in me. The difference between my opportunities and my grandfather’s, a man who learned only to sign his name in the Mexican Army and still cannot read his bible, reflects the work ethic and determination he passed down to me. I am proud to be a first generation Mexican American college student, and I am determined to use my education to uplift others the way my family uplifted me.

I served in the United States Marine Corps for 9.5 years, from October 31, 2016, to April 22, 2026. I completed basic training at MCRD Parris Island, infantry school at Camp Geiger, North Carolina, and Security Forces School at Northwest Annex, Chesapeake, Virginia. My operational assignments included MCSFBn A Company aboard Kings Bay, Georgia, 3rd Battalion, 8th Marines (Kilo Company) at Camp Lejeune, and 1st Battalion, 6th Marines (Charlie Company). I deployed with 3rd Battalion, 8th Marines Kilo Company to Japan during the height of the COVID 19 pandemic. For the last four years I have served at Weapons and Field Training Battalion, MCRD Parris Island, Range Company as a Combat Marksmanship Trainer and later as an Assistant Operations Chief, roles that required instruction, program management, and care for the Marines I led. My current academic goal is to complete a bachelor’s degree in psychology, followed by a Master of Arts in Clinical Counseling, and ultimately a Ph.D. in Clinical Psychology. I intend to specialize in working with children who have developmental delays or who have experienced trauma, developing evidence-based treatment models that can be implemented in schools, clinics, and community programs. My time as a trainer and operations leader shaped these goals: assessing individual needs, designing progressive plans, and measuring outcomes in training directly translate to clinical assessment, individualized treatment planning, and outcome tracking in therapeutic work. Serving during deployments and instructing recruits reinforced my commitment to service and clarified my purpose—helping vulnerable children recover, learn, and thrive after adversity. Several challenges have affected my ability to achieve these goals. I am currently managing my transition from active duty and the financial strain that can come with that, which limits how many courses I can take at once. While on active duty there were multiple periods when I could not pursue coursework because of training locations, operational tempo, and duty requirements—particularly during my Security Forces tour. I also live with the physical and mental effects of service: traumatic brain injury (TBI), ADHD, depression, and chronic migraines. These conditions make sustained study and full-time work difficult and require ongoing medical care and careful energy management. To mitigate these barriers, I use campus veteran services, flexible scheduling, and support networks while steadily progressing toward my degrees. I remain committed to serving my community. I am participating in Summer SUCCEED 2026 program at The Citadel through the Krause Center for Leadership and Ethics. I provide enrichment and tutoring to underserved children in the Charleston County School District at James Simons Montessori School, the Salvation Army, and the Arthur W. Christopher Community Center. I also volunteer with Kickball — CHS Therapeutic Rec Dept. Unified Sports, Pet Helpers, Citadel STEAM Camp, and Camp Rise Above. These roles allow me to apply leadership and mentorship skills, support youth development, and stay connected to both civilian and veteran communities. My Marine Corps service gave me discipline, instructional experience, and a mission focused mindset. Despite balancing family life, financial, logistical, and health challenges, I am committed to advanced clinical training so I can develop and implement meaningful treatments for children affected by developmental delays and trauma while continuing to serve my community.

Edgar O. Corado Jr. Growing up in a household shaped by immigration, sacrifice, and long workdays, I learned early that opportunity is something you build, not something you receive. My parents came to this country from Guatemala and Mexico with no college or special training, but with the determination to give their children a future they never had. They never experienced the American School system, and this meant that my time navigating school and trying to prepare for higher education was filled with more questions than people could answer for me. Although this was a hurdle to overcome the lessons I learned from my parents allowed me to develop the work ethic, pride, and the perseverance needed to overcome it. Choosing to serve in the Marine Corps was another first for my family. Those nine years gave me discipline, resilience, and a deep sense of service to others before self. It also placed me in a unique situation, I became not only the first person in my family to wear the uniform, but also the first to transition back into civilian life while pursuing a college education. Rebuilding my identity after leaving the military has been a complex journey, one that requires balancing academic goals, financial realities, and the emotional weight of starting from scratch. As a full time undergraduate student, I carry the same determination that pushed me through high pressure environments and intense operational tempos. Unlike the military, where there are structures and guidance built into everything that we do, college can feel like a maze with invisible rules. Without family members who can show me the way, I’ve learned to ask questions, seek mentorship, and rely on perseverance. Financially, the transition has been especially demanding. Even with assistance covering tuition, the costs of books, supplies, updated technology, and basic living expenses fall entirely on me as I work to support our family during school. Navigating multiple identities that include Latino, veteran, nontraditional student, and first generation scholar, means moving between communities that rarely intersect. My cultural roots emphasize family and relentless work ethic; my military experience taught me teamwork, service, and sacrifice; and the academic world demands independence, planning, and adaptability. Balancing these worlds has not been easy, but it has expanded my ability to connect with people who face barriers that may be similar to my own. I hope to use these experiences to motivate and mentor other first generation students. Whether through student organizations, veteran support groups, or informal connections on campus, I want to show others that their background is not an obstacle but a source of strength. I’ve already begun supporting younger students by sharing practical knowledge on how to find scholarships, communicate with professors, build a résumé, or ask for help without feeling like they’re “bothering” someone. My goal is to expand this impact by not only becoming successful but by setting a great moral and ethical standard and example for current and future first generation students. I want to make sure that future first-generation students have someone and somewhere to look up to, to feel seen, supported, and that they capable of achieving more than they ever imagined. Ultimately, I hope my journey demonstrates that higher education is not reserved for those born into perfect circumstances. It is attainable for those who work for it, who ask for help when they need it, and who believe that sacrifices deserve to be honored. If awarded this scholarship, I will continue striving not only for success but as an example for others to emulate while opening doors for others.

Religion can be a haven for most people but for me it was like wall to the outside world. I remember growing up and feeling like I was in a bubble. Looking out when other people could not look in. It was a strange feeling, especially as a child, when you cannot make decisions for yourself and must do as you are told there really is not a way to comprehend your situation. After being torn away from Kingdom Hall I was lost, lost for friends, lost for community, lost for religion, and lost for purpose. This was especially painful because we did not just leave, we were excommunicated for unjust reasons and jealousy. Now I am trying to figure out who I am and what direction I need to point myself in to make sure that I break the cycle of poverty that has continuously stricken my family for generations. The difference is that now I have the freedom of choice that I never had before and with that in mind I envision many important things for myself. Some of those things include small things like successfully completing college and being the first one to do so out of my three brothers. After that I am hoping to step into the business world at an accounting firm or work at a business as a business analyst using the new connections I have made over the past few years during my military service. While I acquire the necessary working hours, preferably as an accountant, I will continue my studies for my master’s degree and study for Certified Public Accountant test, which is one of my larger goals in career and life. I want to make sure that I successfully pass my CPA examination the first time around because once that is complete I do want to open my own firm in the low-country and begin working towards providing discounted accounting, tax and financial services to small-business in the Low Country Area. The Low Country Area is in the southernmost coastal area of South Carolina and is full of small businesses that are owned by locals who struggle to make ends meet. I want to do all this work to make sure that they have a way to learn about budgeting, financial planning, and business taxes. My long-term goal is to uplift the area by improving the financial literacy of the people in my hometown and county area. Once I raise enough capital, I also want to assist the local schools and government in developing a better and more robust school system. They say the key to lifting others out of the mud is to first make sure that you are already standing up on your own. After giving it much thought I realize that I have a lot of work to do and many goals to accomplish but every large goal consists of small way stones that we all collect along the way. I may have started my journey more lost than found but having a diverse and driven community has taught me that there is always a way because there is always someone with a will.