My experience with mental health has not come from a single diagnosis or moment, but from growing up around it without fully understanding it. It has shaped how I think about people, how I approach relationships, and how I define control, responsibility, and awareness in my own life. Mental health, in my experience, was not something openly discussed. It existed in the background—visible through behavior, tone, and patterns—but never directly addressed. That lack of clarity made it harder to understand what was actually happening. Instead of having clear explanations, I had to interpret things on my own, which led to confusion about what was real, what was intentional, and what was influenced by something deeper. One of the most impactful realizations I’ve had is how mental health can affect relationships in ways that are not immediately obvious. Growing up, I believed I was having genuine, meaningful conversations with people close to me. I trusted those interactions and built my understanding of relationships around them. Later, I began to realize that some of those moments were influenced by factors I didn’t fully see at the time, including mental and emotional struggles that were never acknowledged openly. That realization forced me to reevaluate how I interpret connection and communication. Because of this, my understanding of relationships has become more structured and intentional. I no longer assume that what I see on the surface fully represents what is happening underneath. Instead, I focus on consistency, clarity, and awareness. I value honesty more than comfort, and I pay closer attention to patterns rather than isolated moments. This has made my relationships more grounded, even if it has also made me more cautious. My experience has also shaped how I view control and responsibility. I have seen how mental health challenges can affect decision-making, communication, and long-term outcomes. That has made me more focused on maintaining control over my own actions and responses. I prioritize discipline, structure, and awareness because I understand how easily things can shift when those are lost. This does not mean ignoring mental health—it means recognizing its impact and choosing to respond to it with intention. At the same time, I have developed a deeper understanding of how mental health affects the way people move through the world. It is not always visible, and it is not always expressed directly. People can struggle internally while appearing stable externally. That has changed how I interpret behavior. Instead of immediately reacting, I try to understand what could be influencing it. This has made me more aware, but also more deliberate in how I respond to others. These experiences have directly influenced my goals. I plan to pursue a career in engineering, a field that relies on structure, logic, and predictability. At first, this may seem unrelated to mental health, but for me, it is connected. Engineering is about reducing uncertainty, building systems that function reliably, and creating environments where outcomes are not left to chance. After growing up around unpredictability that was not always explained, I am drawn to systems that are clear, measurable, and controlled. In the future, I want to contribute to systems that improve safety and reliability. Whether in infrastructure, product design, or system development, my goal is to reduce preventable failure. Mental health has shown me how damaging unpredictability can be, especially when it is not understood. That perspective carries into how I think about engineering problems: identify what is unclear, create structure around it, and reduce the chance of failure. My experience has also shaped how I think about mental health itself. I believe one of the biggest issues is not just the presence of mental health challenges, but the lack of open discussion around them. When something is not talked about, it becomes harder to understand and harder to address. This leads to misinterpretation, isolation, and delayed action. I have seen how the absence of conversation creates more confusion than the issue itself. Because of that, I believe progress starts with clarity. Mental health should be approached in a way that is direct, structured, and normalized. It should not be ignored or treated as something separate from everyday life. When people understand what they are experiencing, they are better able to manage it. When others understand it, they are better able to respond appropriately. My journey has not been defined by a single moment, but by a gradual understanding of how mental health influences behavior, relationships, and decision-making. It has made me more aware, more structured, and more focused on long-term outcomes. It has also made me recognize the importance of clarity—both in how we understand ourselves and how we communicate with others. Ultimately, my experience with mental health has shaped how I approach the world. It has influenced how I build relationships, how I set goals, and how I define responsibility. It has pushed me toward structure in areas where I once saw confusion, and toward awareness in situations where things are not immediately clear. That perspective is something I will carry forward—not only in my personal life, but in my education and career. It is what allows me to take experiences that could have remained unclear and instead use them to build a more defined and intentional path forward.

Mental health is important to me as a student because it directly affects performance, consistency, and long-term growth. Academic success is not just based on intelligence or effort—it depends on focus, stability, and the ability to manage stress over time. Without a stable mental state, even capable students struggle to stay consistent, retain information, and perform under pressure. Because of this, I see mental health as a foundational requirement, not an afterthought. Through my own experience and observation, I have seen how mental strain can quietly impact students. It often shows up as burnout, loss of motivation, or disengagement rather than something obvious. Students who were once performing well can begin to fall behind, not because they lack ability, but because they are overwhelmed. This is important because it changes how problems should be addressed. Instead of assuming a lack of effort, it requires understanding the underlying issue and responding in a way that actually helps. This perspective has shaped how I approach both my own challenges and how I support others. Personally, I have learned the importance of structure and consistency in maintaining mental stability. Relying on routines, managing workload intentionally, and focusing on steady progress instead of perfection helps prevent burnout. These systems allow me to stay productive even during high-pressure periods and reduce the impact of stress over time. Building on this, I also apply these principles when helping others. One of the main ways I advocate for mental health is by creating an environment where people feel comfortable asking for help without being judged. When classmates struggle academically, I focus not just on explaining the material, but on reducing the pressure they feel around it. Breaking problems into smaller steps and showing that improvement is possible helps lower stress and rebuild confidence. This approach addresses both the academic issue and the mental barrier behind it. In addition, I advocate for mental health by normalizing open conversations about stress and challenges. Instead of avoiding the topic, I acknowledge that pressure, frustration, and setbacks are part of the process. This helps remove the stigma that often prevents students from speaking up. When people realize that others are dealing with similar challenges, it creates a sense of shared experience rather than isolation. I also focus on being consistent in how I support others. Advocacy is not a one-time action—it is built through repeated behavior. Being dependable, checking in when someone is struggling, and offering help without being asked are small actions that contribute to a stronger and more supportive environment. Over time, these actions help create a culture where people feel valued and understood. Looking forward, I plan to continue this approach while expanding its impact. As I pursue higher education and a career in engineering, I will carry these principles into both academic and professional environments. High-performance fields often come with high levels of stress, which makes mental health awareness even more important. By promoting structured problem-solving, open communication, and consistent support, I can help create environments where people are able to perform at their best without compromising their well-being. Mental health is important because it determines whether students can fully use their abilities. By focusing on both performance and well-being, it becomes possible to create long-term success instead of short-term results. Through my actions and approach, I aim to contribute to a community where mental health is recognized, supported, and integrated into how people learn and grow.

I embody a life of service through consistency, accountability, and a focus on creating measurable value for others. Service, in my experience, is not defined by isolated moments, but by repeated actions that improve the people and environments around me. It is built through reliability—being someone others can depend on—and through a mindset that prioritizes contribution over recognition. One of the most direct ways I practice service is by helping others academically. When classmates struggle with subjects like math or technical concepts, I step in to break problems down into clear, manageable steps. Many students do not lack ability—they lack a structured approach. By simplifying complex material and guiding them through it, I help them regain confidence and re-engage with the work. Over time, I have seen students move from frustration and disengagement to active participation and improvement. This has shown me that consistent, practical support can have a lasting impact. Building on this, I also focus on how I contribute within group environments. Whether in academics or athletics, I prioritize the performance of the entire group rather than just my own results. This means communicating clearly, ensuring everyone understands the objective, and stepping in when someone is falling behind. Instead of allowing gaps in understanding or effort, I work to close them. This creates a stronger, more efficient team where everyone is able to contribute. Service in this context is about raising the standard for the group as a whole. My involvement in community and faith-based environments has reinforced these values. These experiences emphasize discipline, integrity, and responsibility—principles that align directly with a life of service. More importantly, they have shown me that service is not about recognition, but about consistency. Showing up, following through, and maintaining a strong standard of character builds trust over time. That trust is what allows service to have a deeper and more meaningful impact. This foundation directly shapes how I plan to use my education moving forward. As I pursue a career in engineering, I see service as something that can be scaled through problem-solving. Engineering is not just about creating systems—it is about creating solutions that improve how people live and work. Because of this, my goal is to design systems that are not only effective, but also practical and accessible. A solution only creates impact if it can be used by the people who need it. More specifically, I am interested in improving access to technical education. Many students have the ability to succeed in STEM but lack the resources or guidance to begin. This is not a limitation of intelligence, but of opportunity. Because of this, I plan to use my education to help create pathways for hands-on learning. This could include mentoring students, contributing to programs, or helping develop tools that make technical skills easier to learn and apply. By giving students the ability to build and create early, it becomes possible to change their long-term trajectory. In both the short and long term, my approach remains the same: focus on consistent, practical impact. In the short term, I will continue helping others directly by sharing knowledge and simplifying complex concepts. In the long term, I aim to scale that impact by working on systems that reach more people and remove barriers to opportunity. A life of service is not separate from my goals—it defines how I pursue them. Through my education and future career, I will continue building on this foundation to create solutions, opportunities, and systems that provide real value to others.

My faith has shaped the way I think, act, and define success. It gives me a steady foundation, one that is not based on comparison or outside pressure, but on discipline, integrity, and purpose. Because of this, I approach challenges with a clear mindset instead of reacting impulsively. I focus on doing what is right and consistent, even when it is difficult. One of the biggest ways my faith has influenced my life is in how I handle adversity. When progress is slow or results are not immediate, it is easy to lose motivation. My faith has taught me that struggle is part of growth and that persistence matters more than short-term outcomes. This mindset has helped me stay consistent in my academics, in developing technical skills, and in working toward long-term goals. Instead of quitting when something becomes difficult, I focus on improving step by step and trusting the process. My faith also guides how I treat others. It pushes me to be dependable, patient, and respectful in every situation. Whether I am helping classmates understand difficult material or working in a group, I try to be someone others can rely on. I do not do this for recognition, but because it reflects the standard I hold myself to. Being consistent in how I treat people builds trust, and that trust strengthens the environment around me. Another way my faith has impacted me is in how I define success. I do not measure success only by results like money or status. Instead, I focus on purpose and impact. This keeps me grounded and helps me avoid decisions that may bring short-term gain but compromise long-term integrity. It also pushes me to think about how my work can benefit others, not just myself. As I pursue a career in engineering, my faith will continue to guide my decisions and actions. Engineering is not just about solving problems, but about solving them responsibly. The systems and designs engineers create affect real people, which requires both technical skill and strong ethical judgment. My faith will help ensure that the work I do is not only efficient, but also responsible and considerate of those it impacts. It will also help me handle pressure and make difficult decisions. There will be moments where taking shortcuts may seem easier, but my faith reinforces the importance of doing things correctly, even when it requires more effort. This consistency builds trust over time, which is critical in any career. Finally, my faith supports long-term discipline. Engineering requires continuous learning and improvement, and the habits I have developed—consistency, patience, and accountability—allow me to keep progressing. My faith gives me direction, keeps me grounded, and ensures that as I move forward, I do so with purpose and integrity.

Improving relationships between law enforcement agencies and the African American population requires consistent action, transparency, and accountability. Trust is not built through statements or short-term initiatives. It is built through repeated, measurable behavior that shows fairness, respect, and reliability over time. One of the most important steps is increasing transparency and accountability. Communities need to see that misconduct is addressed directly and fairly. This means clear reporting of incidents, independent review processes, and consequences when standards are violated. When people believe that officers are held to the same or higher standards as the public, trust begins to develop. Without accountability, any effort to improve relationships will be seen as temporary or performative. Another key factor is consistent community engagement outside of enforcement situations. Most interactions between law enforcement and civilians occur during high-stress moments, which naturally creates tension. Agencies can improve this by increasing positive, non-enforcement interactions. This includes attending community events, working with local organizations, and building relationships with residents before problems occur. When officers are seen as people rather than authority figures only present during conflict, it reduces fear and improves communication. Training also plays a critical role. Law enforcement officers need training that goes beyond basic procedures and focuses on communication, de-escalation, and understanding different community perspectives. This does not mean lowering standards, but improving how situations are handled. The ability to control a situation without escalating it is one of the most important skills an officer can have. Better training leads to fewer unnecessary conflicts and more positive outcomes. Recruitment and representation are also important. Agencies that reflect the communities they serve are more likely to build trust. This does not solve every issue, but it improves understanding and communication. When individuals see people who share similar backgrounds in positions of authority, it can reduce the sense of separation between law enforcement and the community. In addition, data-driven approaches should be used to identify and correct patterns of bias. Agencies should regularly analyze stops, searches, and use-of-force incidents to ensure that practices are fair and consistent across all groups. If disparities are found, they must be addressed directly with policy changes and training adjustments. Ignoring data allows problems to continue, while using it creates opportunities for measurable improvement. Finally, long-term commitment is necessary. Trust cannot be built quickly, especially in communities where relationships have been strained for years. Law enforcement agencies must stay consistent even when progress is slow. This includes maintaining policies, continuing engagement, and following through on commitments. Improving relationships with the African American population requires more than intention. It requires systems that enforce accountability, consistent positive interaction, better training, and a willingness to adapt based on real data. When these elements are applied together over time, they create a foundation for trust that can lead to safer and more cooperative communities.

One of the most difficult challenges I have faced was learning how to push through slow progress and repeated failure while trying to build real technical skills on my own. Unlike structured classes where steps are clearly laid out, developing skills in engineering and design required me to operate without clear guidance. I chose to pursue SolidWorks certification and improve my 3D design abilities, but I underestimated how difficult it would be to reach a professional level of precision and efficiency. At the beginning, my designs were inefficient, overcomplicated, and often failed when I tried to apply real constraints. I would spend hours on a model only to realize it was dimensioned incorrectly or could not function as intended. This created a cycle of frustration, where progress felt slow and inconsistent. The hardship was not just technical—it was mental. It is easy to stay motivated when results come quickly, but much harder when improvement is gradual and mistakes are constant. To overcome this, I had to change how I approached learning. Instead of focusing only on outcomes, I broke the process into smaller, measurable steps. I started isolating specific skills, such as sketch constraints, parametric design, and feature efficiency, and practiced them individually. This reduced complexity and allowed me to improve faster in targeted areas. I also began analyzing my mistakes instead of ignoring them. Every failed model became a reference point where I asked what went wrong and how it could be corrected. Another key strategy was consistency. I treated skill-building like training, setting aside time regularly instead of relying on motivation. This created steady progress even when I did not feel motivated. I also used external standards, such as certification requirements, to measure my performance objectively rather than relying on personal judgment. This helped me stay focused on what actually mattered. Over time, these strategies started to work. My designs became cleaner, more efficient, and more functional. I was able to complete complex models faster and with fewer errors. Eventually, I achieved SolidWorks certification, which validated the progress I had been working toward. More importantly, I developed a system for learning difficult skills that I can apply to future challenges. This experience was significant because it taught me how to operate under difficulty without quitting. The hardship was not a single event, but a long period of slow improvement that required discipline, problem-solving, and resilience. I learned how to break down complex problems, stay consistent, and use failure as a tool for improvement instead of a stopping point. These are the same skills I plan to carry into a career in engineering. Real-world problems are rarely straightforward, and progress is often incremental. By learning how to manage frustration, adapt my approach, and stay focused on long-term goals, I was able to turn a difficult situation into a meaningful achievement. This mindset will continue to guide me as I take on more advanced challenges in STEAM fields.

Calculus is important in the STEM field because it provides a way to understand and predict change. Most real-world systems are not static—they are constantly moving, evolving, or responding to forces. Calculus gives engineers, scientists, and developers the tools to model these changes accurately and make decisions based on them. At its core, calculus is built on two main ideas: derivatives and integrals. A derivative measures how something changes at a specific moment, while an integral measures accumulation over time. These two concepts are fundamental in almost every STEM discipline. For example, in engineering, derivatives are used to calculate velocity and acceleration, which are critical when designing anything that moves, from vehicles to machinery. Integrals are used to calculate quantities like total energy, material usage, or fluid flow, which are necessary for designing efficient and safe systems. In computer science and information technology, calculus plays a major role in optimization. Many systems rely on finding the most efficient solution among many possibilities, whether that is minimizing processing time, maximizing performance, or improving security algorithms. Calculus allows developers to identify maximum and minimum values, which is essential in designing algorithms, training machine learning models, and managing large-scale systems. In fields like civil engineering, calculus is used to ensure structures can handle real-world forces. Engineers must account for changing loads, stress distributions, and environmental factors such as wind or temperature. These are not constant values, so calculus is required to model how forces vary across a structure and over time. Without it, designs would be based on rough estimates instead of precise calculations, increasing the risk of failure. Calculus also supports problem-solving at a deeper level. It trains students to think about systems in terms of relationships and rates of change rather than isolated values. This way of thinking is critical in STEM because it allows for better modeling, prediction, and innovation. Instead of reacting to problems after they occur, professionals can anticipate outcomes and design solutions ahead of time. Although calculus is often seen as difficult, its difficulty comes from the level of abstraction it introduces. Once understood, it becomes a powerful tool that simplifies complex problems. It turns real-world situations into mathematical models that can be analyzed, tested, and improved. Overall, calculus is not just another math subject—it is a foundation for understanding how systems behave in the real world. It is essential in designing, optimizing, and improving the technologies and structures that modern society depends on. Without calculus, progress in STEM fields would be significantly limited because there would be no precise way to analyze change and complexity.

One problem I identified through my experience with 3D printing is material waste. Failed prints, support structures, and leftover filament are often thrown away, even though the material itself is still usable. This creates unnecessary cost and environmental impact, especially for students, hobbyists, and small labs that rely on limited resources. To address this, I worked on designing a machine that could recycle 3D printing waste into usable filament. The system I built focused on three main stages: shredding, heating, and extrusion. First, plastic waste is broken down into small, consistent pieces. Then, it is fed into a heated chamber where it melts under controlled temperatures. Finally, the material is extruded through a nozzle to form new filament that can be reused in a 3D printer. The challenge was maintaining consistency. Small variations in temperature or feed rate caused defects in the filament, making it unusable. Through multiple iterations, I improved the system by isolating each stage, testing variables individually, and refining the design based on results. While the system was not perfect, it demonstrated that waste material could be reused in a functional way. If I had access to greater funding and resources, I would expand this concept into a more reliable and scalable system designed for schools and community makerspaces. The goal would be to create a compact, affordable, and easy-to-use recycling unit that integrates directly into existing 3D printing workflows. The improved system would include a precision-controlled shredding unit to produce uniform plastic particles, reducing inconsistencies during extrusion. The heating system would use multiple temperature zones with sensors and feedback control to maintain stable melting conditions. A motor-driven extrusion system with adjustable speed control would ensure consistent filament diameter. Additionally, I would integrate a real-time monitoring system using sensors and software to track temperature, flow rate, and filament thickness, automatically adjusting parameters to maintain quality. To make the system accessible, the design would prioritize modularity and ease of maintenance. Individual components could be replaced or upgraded without rebuilding the entire machine. The system would also include a simple user interface, allowing users to select material types and automatically apply optimized settings. Beyond the machine itself, I would implement a collection and sorting system within schools or communities, encouraging users to recycle their waste instead of discarding it. Educational integration would also be important, allowing students to see the full lifecycle of the material they use—from creation to reuse. This solution addresses both cost and sustainability. By reusing material, users reduce the need to purchase new filament while also minimizing waste. More importantly, it creates a system that encourages responsible use of resources and provides a practical example of engineering solving a real-world problem. The core idea is simple: take something that is typically discarded and turn it back into something useful. With the right design, resources, and refinement, this system could make sustainable manufacturing more accessible at a smaller scale while teaching users how to approach problems with practical solutions.

I’ve had a lot of teachers over the years, but none have impacted me the way Mr. Tessmer has. I’ve tried to write this multiple times, and every version feels incomplete, because what he’s done for me isn’t something you can fully explain—it’s something that builds over time, in moments that don’t seem big until you realize they changed you. I met him my freshman year at the Coconino Institute of Technology. I didn’t have a plan. I wasn’t trying to become an engineer—I just liked making things. I came in without direction, and somehow he saw more in me than I saw in myself. From the start, he taught differently. When I struggled, he didn’t give me answers, but he also didn’t leave me stuck. He would stay there, asking questions, pushing me to think, making sure I actually understood what I was doing. It didn’t matter how long it took. At the time, it could be frustrating, but that’s where everything started to change. He wasn’t just teaching me how to complete assignments—he was teaching me how to think, how to stay with something, and how to not walk away when it got difficult. By my sophomore year, I understood the standard he held. He didn’t expect perfection, but he expected real effort—the kind where you don’t quit just because something isn’t working. We got closer that year too. We bonded over soccer, joked around, and it made a difference. In a school where it’s easy to feel overlooked, he made it clear that I mattered, not just for my work, but as a person. My junior year was my capstone, and that’s when everything he had been teaching me was tested. I decided to build a machine to recycle 3D printing waste into usable filament. It failed constantly. Parts broke, the system didn’t work, and progress felt slow. There were a lot of moments where quitting would have been easier. He never let that be an option. He didn’t take over, and he didn’t lower expectations. He kept pushing me to stay in it and figure it out. Even when I was stuck, he made sure I didn’t walk away. That experience changed me. It taught me what it means to push through something instead of quitting when it’s not going your way. Senior year, I became his teacher assistant, and I finally saw everything he carries every day. He has no prep period, barely any time to himself, and his room is always full. Students come in constantly—for help, advice, or just somewhere to go—and he never turns them away. And this isn’t new. He’s been doing this for years. This is who he is, every single day, for every student. What stands out most is how he treats people when they’re not at their best. When students are struggling or pushing back, he doesn’t give up on them. He leans in, takes the time to understand them, and adjusts how he teaches to help them succeed. That level of patience and care is rare. Mr. Tessmer didn’t just teach me engineering. He changed how I approach everything. The way I handle challenges, the way I work through failure, and the way I treat others all come from what he showed me. He is the reason I am the person I am today. And the most important part is that I’m not the only one. He’s been showing up like this for years, changing hundreds of students. His impact doesn’t stop in his classroom—it continues through every person he’s shaped.

Most of my time is spent building—whether that’s on a field, in a workshop, or working through a problem that doesn’t have an immediate solution. I’ve learned that progress comes from consistency, and that mindset has shaped how I approach school, athletics, and my future. One of the biggest influences in my life has been learning how to work through challenges without stepping back from them. Living with hearing loss has forced me to stay engaged in situations where it would be easier to disconnect. In classrooms, I’ve had to ask questions and take responsibility for fully understanding the material. On the soccer field, as a goalkeeper, I’ve had to adapt in a position that relies heavily on communication. Instead of avoiding those challenges, I learned to adjust—becoming more aware, more prepared, and more consistent in how I perform. That same approach carries into my work in engineering. Through the Coconino Institute of Technology, I’ve focused on hands-on projects that require building, testing, and improving real systems. One of the most challenging projects I worked on was developing a machine to recycle 3D printing waste into usable filament. It failed repeatedly. Parts broke, the system didn’t function as expected, and progress was slow. But instead of stopping, I kept refining the design, breaking the problem into smaller parts and improving each one over time. That process taught me how to solve problems in a structured way and reinforced the importance of persistence. Outside of school, I stay involved in my community through both service and leadership. I volunteer at a local food bank, help support individuals experiencing homelessness, and take on small but meaningful tasks like helping neighbors when needed. I also use my engineering skills to design and 3D print parts and tools for others at no cost. These projects may seem simple, but they solve real problems and allow me to use what I know in a practical way. I’ve also taken on leadership roles, including being the captain of my varsity soccer team and a student leader in Fellowship of Christian Athletes. Both roles require accountability, consistency, and the ability to support others. I focus on setting a standard through effort and making sure the people around me are able to succeed. This scholarship would help reduce the financial pressure of college and allow me to stay focused on continuing this work. Engineering requires time outside of class for building, testing, and improving skills. With financial support, I would be able to fully commit to those opportunities while continuing to serve and lead in my community. The values this scholarship represents—work ethic, consistency, and making a positive impact—are the same values I apply in my own life. I don’t focus on quick results. I focus on doing the work, improving over time, and contributing where I can. This scholarship would support me in continuing that process as I move forward.

I am a high school senior planning to attend Arizona State University, where I will double major in Mechanical Engineering and Engineering Management. My goal is to design and build systems that solve real problems in a practical, efficient, and sustainable way. I am especially interested in rapid prototyping because it allows ideas to be turned into working solutions quickly, tested, and improved. I want my work to have a direct impact—creating solutions that are not only functional, but accessible and useful to others. My path toward this goal has been shaped by both hands-on experience and adversity. Living with hearing loss has been a constant challenge throughout my life. In classrooms, on teams, and in everyday situations, I have often had to work harder to fully understand what is happening around me. Early on, it would have been easy to disengage or rely on others, but I learned that doing so would limit my growth. Instead, I developed the habit of staying involved—asking questions, focusing more intentionally, and taking responsibility for my own understanding. Over time, this built persistence, discipline, and the ability to adapt in situations where things are not immediately clear. That mindset became even more important in my work with engineering. Through the Coconino Institute of Technology, I gained experience designing and building real systems. One of the most challenging projects I took on was developing a machine to recycle 3D printing waste into usable filament. The goal was to reduce plastic waste and create a more sustainable process. The project did not work at first. Motors overheated, the extrusion process failed, and the material output was inconsistent. Each version of the design revealed new problems. Instead of abandoning the project, I changed how I approached it. I broke the system into smaller parts, tested each one, and made targeted adjustments. I continued working on the project outside of class, taking full ownership of improving the design. Progress came through repeated testing and refinement. While the system was not perfect, it became more consistent and functional over time. More importantly, I developed a structured way of solving problems—one based on persistence, analysis, and continuous improvement. I have applied that same approach beyond the classroom. I design and 3D print parts, tools, and custom items for others at no cost, solving practical problems in my community. These projects may be small, but they have immediate impact. They reinforce that engineering is not just about building something that works, but about creating something that helps someone. I plan to make a positive impact by continuing to apply engineering in this way. By combining mechanical engineering with engineering management, I want to design solutions and ensure they are implemented effectively. My focus will be on improving efficiency, reducing waste, and making technology more accessible. Whether working on large-scale systems or individual projects, my goal is to create solutions that are practical, repeatable, and useful. The adversity I have faced has shaped how I approach challenges and how I define success. I do not expect things to work the first time. I expect to adapt, improve, and continue. That mindset is what drives my work and will continue to guide me as I pursue my education and career, with the goal of creating meaningf

I am a high school senior from Arizona planning to attend Arizona State University, where I will double major in Mechanical Engineering and Engineering Management. My goal is to design and build practical systems that solve real problems while using my work as a way to serve others. My faith is not separate from that goal—it is what gives it direction and purpose. As I move into college, I will be balancing new academic and personal responsibilities with my spiritual walk. I plan to do this through consistency and structure. That includes staying involved in a Christian community, continuing to attend church, and prioritizing time for personal discipline in my faith. I have learned that growth, whether academic or spiritual, requires consistency. Just as engineering requires repeated effort and refinement, my faith requires intentional time and focus. I will also continue to be involved in organizations like Fellowship of Christian Athletes or similar groups in college, where I can stay connected with others who share the same values and hold me accountable. My past experiences have directly shaped my decision to pursue engineering and how I approach it. Living with hearing loss required me to develop persistence and take responsibility for overcoming challenges early in life. Instead of avoiding difficult situations, I learned to adapt and work through them. That mindset carried into my interest in engineering, where problem-solving and iteration are essential. Through programs like the Coconino Institute of Technology, I gained hands-on experience designing and building systems, including a project focused on recycling 3D printing waste into usable filament. That experience showed me that engineering is not just about creating something that works—it is about solving problems that matter. I plan to use what I have learned to make an impact by applying engineering in a practical and service-oriented way. I already design and 3D print parts and tools for others at no cost, solving real problems for people in my community. In college, I plan to expand that work by continuing to build, collaborate, and take on more complex projects. My goal is to create solutions that are efficient, accessible, and useful, while also sharing knowledge with others so they can do the same. Balancing faith with these goals means approaching my work with the right priorities. My faith teaches me to serve others, act with integrity, and use what I have been given responsibly. That directly influences how I approach engineering, leadership, and community involvement. It keeps my focus on impact rather than recognition. One thing I hope for as I pursue this path is that my work reflects my values in a clear and consistent way. I want the systems I design and the way I interact with others to demonstrate discipline, responsibility, and service. I also hope to create opportunities for others—whether through mentorship, collaboration, or providing access to tools and knowledge—so that the impact extends beyond my individual work. As I move forward, my goal is not just to succeed in my field, but to do so in a way that stays aligned with my faith. By staying consistent, accountable, and focused on serving others, I plan to balance both my responsibilities and my spiritual walk while making a meaningful impact.

I started playing soccer at a young age, but I did not fully understand what it meant to compete until I faced the challenges that came with hearing loss. As a goalkeeper, the position demands constant communication, awareness, and fast decision-making. From early on, I realized that I was working with a disadvantage in one of the most communication-heavy roles on the field. During games and practices, I could not always clearly hear teammates or coaches, especially in loud environments. This created moments where I missed instructions, reacted late, or felt out of sync with the team. At first, it affected my confidence. It was easier to stay quiet, rely on others to take control, and focus only on reacting to what I could see directly in front of me. But that approach limited my ability to grow. I had to adapt if I wanted to continue improving. Instead of relying on what I could hear, I focused on developing other strengths. I trained myself to become more visually aware, constantly scanning the field and reading plays before they developed. I studied positioning so I could make decisions earlier, reducing the need to rely on last-second reactions. I also worked to make my communication clear and direct, focusing on consistency rather than volume. Over time, I learned how to lead in a way that worked for me. Training became more intentional. I focused on repetition—drills that improved reaction time, footwork, and decision-making—so my responses became automatic. I reviewed mistakes after games, identified where I could improve, and applied those adjustments in practice. Progress was not immediate, but it was consistent. Being an adaptive athlete means finding a way to compete without using limitations as an excuse. It means recognizing what cannot be changed and focusing on what can. For me, that meant developing awareness, discipline, and preparation to a higher level. It required more effort, but it also built a stronger foundation. Over time, that effort led to real results. I earned and maintained my position as the starting goalkeeper and was selected as team captain. More importantly, I became confident in how I played. I no longer saw my hearing loss as something that held me back, but as something that forced me to approach the game differently and more intentionally. Sports have shaped how I approach challenges in every area of my life. They have taught me that progress comes from consistency, not immediate success. They have also shown me that leadership is not about being the loudest voice, but about being reliable, aware, and accountable. As I move into college, I plan to continue pushing forward both academically and athletically. I will bring the same mindset—adapting, staying disciplined, and continuing to improve. The challenges will change, but the approach will stay the same. I will continue to find ways to compete, grow, and take on difficult situations without avoiding them. Being an adaptive athlete is not about overcoming a single challenge. It is about consistently choosing to work through challenges and finding a way to succeed anyway.

I am interested in mechanical design, with a focus on rapid prototyping and practical system development. My goal is to design products and systems that are not only functional, but also efficient, repairable, and sustainable. I am especially interested in how design decisions at the early stages can reduce waste and improve long-term usability. One of the main ways I plan to prioritize sustainability is by focusing on material efficiency. In many cases, products are overdesigned or use more material than necessary. By optimizing designs through CAD and iterative testing, I can reduce excess material without sacrificing strength or performance. This includes using design techniques such as lightweighting, minimizing support material in 3D printing, and designing parts that require fewer manufacturing steps. I am also focused on designing for reuse and repair. Many products are built to be replaced rather than fixed, which increases waste. I want to design systems with modular components that can be easily replaced or upgraded instead of discarded بالكامل. This extends the life of products and reduces the need for new materials. My interest in sustainability has already influenced my work. I have worked on developing a system to recycle 3D printing waste into usable filament. This project focused on reducing plastic waste and creating a way to reuse materials that would otherwise be discarded. While the system required multiple iterations and improvements, it demonstrated how engineering can directly address environmental challenges. Rapid prototyping plays an important role in sustainability because it allows designs to be tested and improved quickly before large-scale production. By identifying flaws early, it reduces wasted materials and resources that would come from producing ineffective designs at scale. Overall, my approach to design is to consider the full lifecycle of a product—how it is made, how it is used, and what happens when it is no longer needed. By focusing on efficiency, repairability, and material reuse, I plan to create designs that are both practical and sustainable.

Living with hearing loss has given me a distinct perspective on navigating environments that are not always built with accessibility in mind. Although hearing loss is often described as a physical disability, it also shapes how I process information, communicate, and stay engaged in fast-paced settings. In classrooms, group discussions, and team environments, I have had to develop deliberate strategies to follow conversations, interpret tone and context, and remain focused even when auditory input is limited. These adjustments pushed me to become highly observant, intentional in how I communicate, and proactive about advocating for what I need. Growing up with hearing aids meant I could not rely on passive learning or casual exchanges in the same way many of my peers could. I learned to read body language closely, concentrate deeply during instruction, and ask direct questions when something was unclear. What once felt like a disadvantage gradually became a strength. Processing information through multiple cues sharpened my critical thinking and strengthened my ability to stay engaged. It also made me more aware of struggles that are not immediately visible. Small barriers, like unclear instructions, background noise, or rapid conversation, can quietly exclude someone even when exclusion is not the intent. These experiences shaped my desire to use engineering to support underserved and underrepresented communities, especially individuals with disabilities who face similar challenges. I plan to pursue mechanical engineering with a focus on accessible and assistive technologies. My goal is to design practical, affordable solutions that improve communication, independence, and everyday functioning for people who often have to adapt to systems that were never designed for them. I am particularly interested in developing customizable assistive devices through additive manufacturing. Rather than relying on one-size-fits-all products, individuals could receive solutions tailored to their specific needs. My experience with hands-on engineering projects and 3D printing has shown me how quickly prototypes can be built, tested, and refined. Combining that technical foundation with my lived experience allows me to approach design with both precision and empathy. Beyond product development, I want to advocate for inclusive engineering practices that treat accessibility as a starting point, not an afterthought. Designing with accessibility in mind from the beginning leads to systems that are clearer, more adaptable, and easier for everyone to use. Living with hearing loss has taught me resilience, adaptability, and the value of intentional inclusion. I plan to carry those lessons into my education and career, creating engineering solutions that reduce barriers and expand opportunities so more people can participate fully in school, work, and daily life.

Being part of the disabled community, and living with hearing loss, has shaped how I see the world and my place in it. From a young age, I realized that many spaces are not built for everyone to participate equally. Class discussions moved quickly. Group projects required constant back-and-forth. Team sports depended on fast verbal cues. I often had to work harder to stay fully involved. Instead of passively absorbing information, I learned to listen with intention, read context, and speak up when I needed clarification. Over time, I stopped just noticing these barriers and began analyzing them. I started to see how systems either support people or quietly leave them behind. Hearing loss has also taught me resilience and adaptability. There were moments when I missed instructions or felt disconnected from a conversation. Those moments were frustrating, but they pushed me to develop stronger focus, preparation, and communication habits. I learned that challenges do not remove responsibility. They demand better strategies. That mindset became one of my strengths. Rather than avoiding difficult situations, I approach them by identifying obstacles and finding practical ways around them. It is the same way I think about engineering: recognize a limitation, then design a solution. Being part of the disabled community has also made me more aware of others who may be struggling quietly. I pay attention to who seems hesitant to speak or left out of the conversation. I try to create spaces where people feel comfortable contributing. This awareness has shaped how I lead in sports, student organizations, and mentoring roles. Inclusion does not happen automatically. It requires intention, clear communication, and patience. Seeing how small adjustments can help someone participate more fully strengthened my belief that thoughtful leadership and thoughtful design can remove barriers that many people assume are unavoidable. As I pursue mechanical engineering, I want to carry this perspective with me. Living with hearing loss gives me firsthand insight into how product design, communication systems, and user interfaces can either support independence or create friction. I want to design technologies that account for a wide range of users rather than assuming one “standard” experience. Whether working on assistive devices or improving everyday products, my goal is to build systems that are intuitive, adaptable, and accessible to more people. Ultimately, being part of the disabled community has shaped me into someone observant, resilient, and solution-oriented. It has shown me that limitations often reveal opportunities to innovate. I plan to bring that perspective into my education and career, designing technologies that reduce barriers and allow more people to fully engage with the world around them.