Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Acclaimed people of power are often praised for their accomplishments in achieving admirable productivity or developing innovative ideas; while it is necessary to be goal-oriented, compassionate leaders that value empathy and active listening, as opposed to applause, create an environment that is supportive and thus, more successful. While governing the Youth Service Learning executive board as the incumbent president, I have noticed that inexperienced delegates often focus on policy that will personally benefit themselves rather than the people they represent. When discussing proposals at our meetings, I frequently remind my leadership team of the hundreds of students involved in our club that are not present at our committee meetings. While our individual opinions subconsciously impact the concerns addressed, my priority as a leader is to make our club more equitable and create procedures that are reasonable for the group as a whole. Even if I may not find the suggestion realistic or necessary, it is incredibly important to listen with the intent to learn as to better understand the situation before offering guidance. Vocalizing my thoughts has never been something I feared, but it takes great courage for many, so I try to ease the process by offering designated “reporting out” time at the beginning of each executive board meeting This allows everyone the opportunity to share their designated tasks and any special topics they would like to discuss prior to the open-ended session following. Not only does this allow each representative to voice their thoughts without an immediate eruption of conversation or debate, it gives everyone time to gain insight on position specific duties and allows for collaborative problem solving. It is my mission throughout life, and as a leader, to be a more educated citizen who is compassionate toward others’ individual needs and shows dignity in addressing viewpoints differing from my own.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I will be able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I will be able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I will be able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Science in Mathematics degree, I will be able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a healthier place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Although major strides are being implemented to spark the interest of younger students and continue to expand diversity in many STEM fields, it seems as though efforts to engage and promote math to young girls have been lacking, leaving many hating the subject and giving up on opportunities for success. Even at my large suburban high school with over 2000 students, I am the only female in many of my advanced STEM courses. If someone were to step foot into Bay Port High School’s engineering, physics, and calculus classes, they would be greeted by rooms filled with dozens of male students for every singular female-identifying student. Furthermore, these students are being taught by predominantly male teachers, and the lack of diversity means they are not receiving insight from adults actually representative of the entire United States population. Even with educators and politicians alike increasingly campaigning for more inclusive opportunities, the execution of these implementations has been halted because of the systemic discrimination and stigma regarding females and the hard sciences. After centuries of “gender roles” and a misconception that girls are inherently bad at math and science, women are still the minority in STEM-related fields. Less than thirty percent of the total STEM workforce is comprised of women, with math-intensive careers having even fewer. It is imperative that we engage girls in math before they drastically lose interest and begin asking “when am I ever going to use this?” Historically, math was thought to only be necessary for people, specifically men, that wanted to be engineers, doctors, or professors, but by fostering a love of math among students of all genders in early childhood, I believe that more women will be interested in continuing toward upper-level math and the hard sciences. I have come to realize this discouraging systemic stigma regarding women in STEM can be most effectively overcome through educational empowerment and leading by example, instead of with isolation or the lowering of standards. As the only female in AP Physics 2 and engineering courses, I have tirelessly worked to gain respect for my knowledge and compassion, instead of for “being the girl.” Feminism is taking action, being a leader, and helping to bring everyone up together. I believe that upward mobility comes with educational empowerment and providing resources necessary to support the learning process, so I involve most of my service efforts in providing STEM support. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, so after volunteer tutoring six English Language Learning seniors during my freshman year to ensure they met math graduation requirements, I created Bay Port Tutoring Connections (BPTC) as a resource to more effectively connect all students, especially girls, with free peer tutoring. In the fall of 2021, I collaborated with student services to gain administrative support and permanent approval for Bay Port Tutoring Connections as Bay Port High School's first and only entirely student-operated organization. Made for students, by students - this semester alone, we have already connected over 50 students, and I personally work one-on-one with students as the lead calculus tutor during my free periods and lunches every day. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEAM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEAM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. Upon completing all the math courses my school had to offer, I challenged myself to go off-campus and complete [Multivariable] Calculus and Analytical Geometry 3 at St. Norbert College, while still attending high school daily. After balancing the demands of the college-level course in addition to a full schedule of Advanced Placement classes at my high school, I am proud to have received an "A" and decided to enroll in Linear Algebra this semester. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “numbers don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Doctor, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

“5,6,7,8”: the four consecutive numbers engrained into my brain a decade before I even knew the definition of an arithmetic sequence. These four numbers marked the start of every ballet combination she choreographed, every tap exercise she demonstrated, and every pointe warm-up she explained. This universal ballet four-number count-off is so much more to me than just a tempo introduction; it is a constant reminder of the woman that sparked my passion for the craft. Mrs. Bunting’s devotion to the community she built at First Street Dance was even stronger than her love for the art. She was a positive light at the end of a long school day that always offered a hug when you needed it most. Susan modeled self-love, respect, and empathy in an industry that is often overtaken by perfectionism and harsh criticism. Echos of “if you can say it, you can do it” traveled throughout the entire room as we repeated her motto before every new attempt. My confidence and boundless determination today can be credited to my earliest days spent twirling in my tutu with Mrs. Bunting as she helped build a foundation through self-discovery and affirmations. The small dance studio below her apartment was my second home throughout my childhood. Growing up with an extended family scattered throughout the United States, her dance studio offered the comfort of a grandmother’s home. It was the place where I was free to express myself through movement and let out my bottled-up emotions. The classical music pulsing in the background as I flowed through movements was the therapy that helped me cope with feelings I often had a hard time articulating. No matter how deep in rehearsal, she would find joy in momentarily stopping to ask about our day. Even when her good health came crashing down upon a grim cancer diagnosis, she continued to observe classes from a rocking chair. I continue to dance on after her passing, and her eloquent voice saying “if you can say it, you can do it” still encourages me every day. Our communities are stronger when members serve as role models to one another and are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise, so it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment. I strive to be an agent for community change and aspire to live with compassion as Susan Bunting did every day she danced this earth.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues.

Although major strides are being implemented to spark the interest of younger students and continue to expand diversity in many STEM fields, efforts to engage and promote math to young girls have been lacking, leaving many hating the subject and giving up on opportunities for success. Even at my large suburban high school with over 2000 students, I am the only female in many of my advanced STEM courses. If someone were to step foot into Bay Port High School’s engineering, physics, and calculus classes, they would be greeted by rooms filled with dozens of male students for every singular female student. Furthermore, these students are being taught by predominantly male teachers, and the lack of diversity means they are not receiving insight from adults actually representative of the entire United States population. Even with educators and politicians alike increasingly campaigning for more inclusive opportunities, the execution of these implementations has been halted because of the systemic discrimination and stigma regarding females and the hard sciences. After centuries of “gender roles” and a misconception that girls are inherently bad at math and science, women are still the minority in STEM-related fields. Less than thirty percent of the total STEM workforce is comprised of women, with math-intensive careers having even fewer. It is imperative that we engage girls in math before they drastically lose interest and begin asking “when am I ever going to use this?” Historically, math was thought to only be necessary for people, specifically men, that wanted to be engineers, doctors, or professors, but by fostering a love of math among students of all genders in early childhood, I believe that more women will be interested in continuing toward upper-level math and the hard sciences. The current education system does not offer young girls the opportunity to see themselves depicted in STEM fields or real-world applications. Proponents of Common Core adoption hope to universalize the content taught to students but provide no solution to making math accessible or relatable to young minds. Public school curriculum needs to provide time and resources for supplemental learning through media and local industry outreach representing diverse experts, especially women. An interdisciplinary approach to math education would allow teachers, administrators, and industry consultants to collectively work toward inspiring younger students by showcasing the universal possibilities and life-long skills gained from math through field trips and career explorations. The elementary curriculum would include alternative styles to engaging learning through music, games, movement, and projects based on a more encompassing math education. Additionally, school districts should sponsor localized mentoring programs to encourage women's representation in math. Female high school volunteers would be paired with elementary girls to ensure that kids who already love math continue to find the spark and joy. The younger students would gain a supportive role model; the high schooler would gain confidence from sharing their knowledge and receive credit hours in an environment outside of the traditional classroom. Personally, I strive to be an agent for community change through concentrated efforts of representation, so I created Bay Port Tutoring Connections (BPTC) as a resource to effectively connect all students with free peer tutoring and STEM resources. I collaborated with student services to gain administrative support and permanent approval for Bay Port Tutoring Connections as Bay Port High School's first and only entirely student-operated organization. My goal is to provide a supportive, inclusive environment for individuals and small groups seeking extra support as I work to ensure every student, especially those identifying as female, feel confident in their learning. Upward mobility and increased female representation in STEM ultimately come with educational empowerment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Degree, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Degree, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Degree, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Degree, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree at the University of Wisconsin - Madison, I will be able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. Despite some feeling numbed by the constantly transforming climate throughout the year, the changing of seasons brings new opportunities for adventure and reinvigorates my state of mind. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. I used to love math for its objectivity. As the saying goes, “number don’t lie,” but throughout the early days of elementary foundations, I had yet to learn that there is not always just one answer or one formula. Growing up, I enjoyed math because it came naturally to me; I would absorb content and through practice, memorize the methods to perfect their use. However, as I have continued into studying higher-level mathematics, I have come to realize that my passion for math today comes from the challenge to complete problems that merge critical thinking with my creative side—to not only better understand the three-dimensional world in which we live, but to also deeply question our existence and theorize my own solution paths. While I am excited to further explore the abstract side of mathematics in my studies, I hope to also further my efforts to make math more equitable and enjoyable for all. Although an undergraduate STEM foundation is not the traditional path to a Juris Degree, my experiences over the past few years working in various math educational settings have ignited my recent interest in pursuing a career in law. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, and I believe these inequalities could be improved through legislation that prioritizes intervention services, greater investment in inclusive curriculum, and social-emotional learning to better address underlying contributors to learning barriers. I look forward to having the opportunity to specifically dedicate research to the impacts of contemporary social problems on numerical fluency in foundational schooling as I continue into higher education and beyond. Through a Bachelor of Arts in Mathematics degree, I am able to complete extensive theoretical calculus and matrix theory coursework in conjunction with social science classes addressing political science, socioeconomic injustices, and women’s rights that would be imperative in establishing a deeper connection between STEM fields and human rights issues. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, so after volunteer tutoring six English Language Learning seniors during my freshman year to ensure they met math graduation requirements, I created Bay Port Tutoring Connections (BPTC) as a resource to more effectively connect all students with free peer tutoring. While initially launched in response to widespread academic deficiencies resulting from the Covid-19 Pandemic, the project continued to have great impacts even following the return to in-person school. In the fall of 2021, I collaborated with student services to gain administrative support and permanent approval for Bay Port Tutoring Connections as Bay Port High School's first and only entirely student-operated organization. Made for students, by students - this semester alone, we have already connected over 50 students, and I personally work one-on-one with students as the lead calculus tutor during my free periods and lunches every day. When I am not teaching, I manage the logistics of tutor applications, schedule tutor pairings, and meet with district administration as incumbent president and advisor. My goal is to provide a supportive, inclusive environment for individuals and small groups seeking extra support as I work to ensure every student feels confident in their learning. I strive to be an agent for community change through concentrated efforts of volunteerism and take responsibility to broaden my perspectives. Through my role as president of Youth Service Learning leading more than 200 student volunteers, I collaborate with non-profit organizations to focus on engaging youth in community outreach and provide opportunities for young people to become more involved in campaigning for their values. I believe that upward mobility comes with educational empowerment and providing resources necessary to support the learning process, so I personally involve most of my service efforts in providing STEM support and educational opportunities. Realizing the need for more organized donation efforts, I also sponsored the 2021 Child Life Donation Drive in Partnership with Pediatric Care Specialists, established The Giving Tree Annual Holiday Toy and Food Drive in which we collected over 2500+ lbs of non-perishable donated items in the first year, and hosted the Howard-Suamico Community Menstrual and Hygiene Drive benefiting the Golden House domestic violence shelter during the Covid-19 Pandemic. I implemented Youth Service Learning's adoption of a Mountain-Bay State Recreational Trail segment to ensure cleanliness and environmental safety for humans and wildlife, as I have been an avid four-year cross-country runner that frequents the area. In my free time, I also love playing my flute for area nursing home residents and holiday caroling to spread my passion for the arts. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Whether kayaking Lake Michigan in the waking moments of spring or trekking through a fresh snowfall in the deep days of winter, my fondest memories have been created while wandering the beautiful Wisconsin wilderness. Growing up in Northeastern Wisconsin, I spent most of my childhood outdoors planting milkweed for the butterflies, alpine skiing after learning before even enrolled in preschool, and reading books in a hammock under the stars. My innate curiosity and constant observation of the world around me have been the driving forces behind my affection for math. The immense difference in resources between struggling students from a Title I school compared to children placed in privatized supplemental math instruction has been apparent, so after volunteer tutoring six English Language Learning seniors during my freshman year to ensure they met math graduation requirements, I created Bay Port Tutoring Connections (BPTC) as a resource to more effectively connect all students with free peer tutoring. While initially launched in response to widespread academic deficiencies resulting from the Covid-19 Pandemic, the project continued to have great impacts even following the return to in-person school. In the fall of 2021, I collaborated with student services to gain administrative support and permanent approval for Bay Port Tutoring Connections as Bay Port High School's first and only entirely student-operated organization. Made for students, by students - this semester alone, we have already connected over 50 students, and I personally work one-on-one with students as the lead calculus tutor during my free periods and lunches every day. When I am not teaching, I manage the logistics of tutor applications, schedule tutor pairings, and meet with district administration as incumbent president and advisor. My goal is to provide a supportive, inclusive environment for individuals and small groups seeking extra support as I work to ensure every student feels confident in their learning. I strive to be an agent for community change through concentrated efforts of volunteerism and take responsibility to broaden my perspectives. Through my role as president of Youth Service Learning leading more than 200 student volunteers, I collaborate with non-profit organizations to focus on engaging youth in community outreach and provide opportunities for young people to become more involved in campaigning for their values. I believe that upward mobility comes with educational empowerment and providing resources necessary to support the learning process, so I personally involve most of my service efforts in providing STEM support and educational opportunities. Realizing the need for more organized donation efforts, I also sponsored the 2021 Child Life Donation Drive in Partnership with Pediatric Care Specialists, established The Giving Tree Annual Holiday Toy and Food Drive in which we collected over 2500+ lbs of non-perishable donated items in the first year, and hosted the Howard-Suamico Community Menstrual and Hygiene Drive benefiting the Golden House domestic violence shelter during the Covid-19 Pandemic. I implemented Youth Service Learning's adoption of a Mountain-Bay State Recreational Trail segment to ensure cleanliness and environmental safety for humans and wildlife, as I have been an avid four-year cross-country runner that frequents the area. In my free time, I also love playing my flute for area nursing home residents and holiday caroling to spread my passion for the arts. Communities are stronger when members are not only considerate but also take the time to personally empathize with one another. We all have different backgrounds and expertise; it is imperative that we facilitate discussion and course of action to create equity within community development - not only establishing a more healthy place to live and work, but also ensuring a more well-rounded government, economy, and environment.

Heavy thumping of a utility cart echoed the halls as each stubborn wheel struck the tiled floor, not quite music to the ears. It usually would be the sound of the custodial crew responding to a maintenance concern or the librarian collecting overdue books with her trolley, but it was Friday. The younger students’ pockets were filled with quarters, not for bubble gum or milk, but for pencils. Attending a small, midwestern elementary school, I became accustomed to asynchronously studying math in the hallway by myself as a child. In fifth grade, however, a classmate and I were confined to an empty classroom every day to work through the curriculum since we were quick learners. The beige room felt eerily sterile, as if we were the experimental subjects in an educational laboratory, with a wall of built-in shelving and some abandoned classroom remnants scattered throughout: a worn teacher’s desk, a tattered American flag, and a stained whiteboard littered with messages preserved into the enamel coating. By virtue of limited supervision, my insatiable curiosity quickly motivated the rebellious exploration of the locked cabinets where I uncovered a vintage metal box, a pencil vending machine. It was a little “janky” as my classmate said; sometimes the spring mechanism inside detached and two pencils came out instead of one, but we fixed it. Determined to make use of the contraband discovery, “The Write Machine” was born. My proposition included an elaborate plan to sell pencils to everyone in our K-6 school, except the kindergarteners because they could barely hold a pencil, and sixth graders would be avoided at all costs… they were too scary. An old podium on wheels would carry the precious cargo, and a handmade banner constructed of bulletin board paper and upcycled wooden dowels would advertise our product. My math partner reluctantly agreed to the responsibilities of salesperson, skeptically supportive of my ambitious endeavor. Anticipating profit margins, I optimistically explained to administration that the students purchasing the pencils would have the opportunity to decide where the proceeds would be donated each month. Ideas of promotional materials raced through my head and excitement boiled as this enrichment activity transformed into a school-wide philanthropy. The chaos of photocopying hundreds of reminders for parents each week, scheduling visits around our instructional learning, and facilitating the buying of necessary inventory strengthened my sense of self-advocacy and encouraged a solutionist approach to problem-solving not addressed in my traditional learning environment. As more teachers expressed interest in joining the cause, we expanded our hours beyond the allotted work time, The Write Machine in tow every time I ventured outside of the math room headquarters. Entire classes patiently lined up to take their turn and because of the affordability, children of all backgrounds were able to participate. Twenty-five cents and a push dispensed much more than just a shiny new pencil; it brought immense joy and confidence to younger students as they independently made a purchase, their smiles contagious. While I enjoyed bringing happiness to others’ days, the undertaking also established a sense of purpose within me and showed the incredible power of social initiative through determination. An entire community was built around The Write Machine and students previously unengaged at school became excited to productively use their new supplies each week. Sparking the beginning of my unwavering commitment to community service today, I watched as my giving circle of student customers raised over $2,200 in the first year –a quarter at a time– for their voted-upon local grassroots movements, further teaching the importance of casting a ballot and empowering a future generation of conscious consumers.