My name is Jenny Tu, and I am a proud Vietnamese-Chinese, first-generation student pursuing a B.S. in Mechanical Engineering at Cal Poly San Luis Obispo. Growing up in a low-income household and attending a Title I high school, I never imagined myself in engineering. Resources were limited, and women of color were rarely represented in STEM programs. But through persistence, mentorship, and my own curiosity, I found a passion for engineering that continues to shape both my education and my vision for the future. The experience that most shaped my interest in STEM was joining my high school’s robotics program. At first, I was intimidated. I was one of only a few girls in a room filled with wires, gears, and students who already seemed to know what they were doing. I didn’t see anyone who looked like me in leadership roles. But I pushed myself to stay, to learn, and to contribute. Slowly, I discovered the joy of creating something tangible — a robot that moved, lifted, and competed because of hours of design, trial, and error. That experience turned into something bigger. By my senior year, I became Robotics Operations Lead. I guided over sixty students, raised more than $15,000 in sponsorships, and helped establish a district-approved robotics curriculum. What began as a space where I felt invisible became a place where I could mentor others, especially young women, to feel that they belonged. Watching new members — who started out just as nervous as I had been — gain confidence and pride in their work inspired me to keep going. Robotics showed me that engineering isn’t only about machines; it’s about people, representation, and creating opportunities. Since then, my passion for STEM has only deepened. At Cal Poly, I’ve joined ASHRAE to pursue my interest in sustainable HVAC systems. HVAC may not sound glamorous, but I see it as a vital way to make an impact: improving ventilation in schools, housing, and hospitals, especially in underserved communities. I’ve also worked on projects like designing an energy-efficient electric go-kart and prototyping medical innovations for pediatric care. Each project has reinforced the lesson robotics first taught me — that engineering is about solving real-world problems with creativity and persistence. My journey has not been without obstacles. In college, I failed Calculus I by just 1.3% and later failed Calculus II after struggling with the effects of a concussion that lingered from high school. Those setbacks pushed my graduation back a year and left me questioning whether I belonged in engineering, especially as one of only a handful of women in my classes. But just as robotics taught me, failure is not an ending — it’s part of the process. I sought tutoring, leaned on my mentors, and treated academics the same way I treated engineering projects: trial, error, and revision. That resilience has shaped me into the student and future engineer I am today. I am passionate about STEM because it gives me the tools to improve lives. My goal is to design human-centered technologies — HVAC systems that make sustainability more accessible, aerospace innovations that push boundaries, or biomedical devices that expand access to healthcare. Most importantly, I want to mentor and inspire the next generation of women in STEM so they don’t feel as alone as I once did. Being underrepresented has been one of my greatest challenges, but it has also been my greatest motivation. I want to prove that women of color not only belong in STEM — we are essential to shaping its future.

I am a proud Vietnamese-Chinese, first-generation student pursuing a B.S. in Mechanical Engineering at Cal Poly San Luis Obispo. My education is possible through financial aid, and my path was shaped by growing up in a low-income household, graduating from a Title I high school, and participating in Upward Bound. I am active in ASHRAE and passionate about sustainable HVAC systems, though I remain open to aerospace and other engineering opportunities. A concussion in high school changed everything. The symptoms lasted through my entire first quarter of college: light sensitivity, headaches, and an inability to focus for more than a few minutes. Simple tasks like reading a page of notes felt impossible. To make matters worse, my dorm environment made rest nearly impossible. Some nights, drunk frat guys would bang on my door at 2 a.m., laughing and yelling, while all I wanted was quiet to recover. I would lie awake with my head pounding, wishing for silence. Instead of healing, I fell further behind. During that first quarter, I failed Calculus I by just 1.3%. By my third quarter, I failed Calculus II. Even though I was close, the results still pushed my graduation back a full year. I had barely begun college and already felt like a total failure. Those losses hit harder because I am a first-generation student relying on financial aid. I worried not only about my own future, but about the sacrifices my family made for me to be here. I also felt isolated in a field with so few women: often there were only three or four other women in my large engineering classes. The isolation compounded the doubt; I questioned whether I belonged. But failure did not become the end of my story. It became the catalyst. I sought tutoring, joined study groups, and leaned on my faith and mentors from my church and ASHRAE. I treated recovery like an engineering problem: identify the constraints, iterate, test, and refine. Those efforts paid off not only in grades but in perspective. I learned patience, humility, and how to be steady under pressure. I learned that leadership means showing up even when things are hard. In high school, as Robotics Operations Lead, I guided 60+ students, raised over $15,000 in sponsorships, and helped establish a district-approved robotics curriculum for Title I students. Now, when I mentor younger students—especially girls—I share my setbacks openly so they know struggle is part of learning, not a sign to quit. My goals are clearer because of what I’ve been through. I want to design human-centered technologies—HVAC systems that make sustainability accessible to underresourced communities, or aerospace solutions that improve safety and efficiency. I want to be the kind of engineer who builds systems that consider people first: their needs, their limitations, and their dignity. Anthony Belliamy’s scholarship honors strength in hardship, ethical leadership, and academic commitment. My concussion, academic setbacks, and the struggle of trying to recover in a hostile environment tested me deeply. But those experiences taught me resilience, empathy, and an obligation to lift others as I climb. If honored with this scholarship, I will continue to work hard, lead with integrity, and use my engineering skills to create opportunities for students who follow.

The year is 2035. In a robotics lab not unlike the one I first joined as a teenager, humans and machines build side by side. Only now, the robots are not just tools but collaborators—silent teammates with mechanical hands, coded instincts, and the ability to analyze millions of past designs in a fraction of a second. The challenge was trust. Could a student truly rely on a robot partner to cut steel precisely, to run CAD simulations without error, or to troubleshoot a motor that sparks in the middle of a late-night build session? When the machines were only assistants, mistakes were ours. But when they began making design decisions—prioritizing one structure over another, suggesting innovations no human had thought of—the uneasy question rose: were we still leading, or following? At first, the robots felt foreign. They did not get tired, they did not complain, and they did not panic under a deadline. When a gearbox jammed, my human teammates hesitated, debating whether to rebuild or adjust. The robot did not. It ran an analysis, projected probabilities of success, and displayed its recommendation. Logical, fast, flawless. We followed its suggestion. The fix worked. But afterward, I felt a pang: did we succeed because of our ingenuity, or because of its certainty? Yet the opportunity was undeniable. In competitions, hybrid human-robot teams created prototypes in days that would once have taken months. Robots could execute hundreds of repetitive tasks with perfect precision, but humans provided context: the creativity to imagine something entirely new, the empathy to design for people rather than numbers. Together, we achieved a balance—efficiency powered by imagination, logic tempered with vision. But dependence carries danger. I remember my own robotics team years earlier, when our machine collapsed hours before a match. We did not have advanced partners then. We rebuilt from scratch with grit, determination, and sleepless persistence. That struggle shaped us. Without moments like those, what will future engineers lose? When failure is erased by flawless programming, will we forget that failure is what teaches resilience? Outside the lab, robots spread into every corner of life. They entered hospitals, carrying medicines into quarantined cities. They entered disaster zones, clearing rubble and searching for survivors where humans could not go. They even entered classrooms, sitting beside struggling students and offering tailored lessons in every language. The line between tool and companion blurred. In all of these places, the question of control persisted. A robot may know the optimal way to ration supplies in a hospital, but should it? Who decides the value of a life? A machine may tutor a child in mathematics, but can it nurture curiosity, confidence, and joy? The danger is not that robots will overpower us, but that we will quietly surrender the very qualities that make us human. The future of robotics will not be decided by metal frames or lines of code, but by ethics. By the choices engineers, doctors, teachers, and leaders make about how to use these silent teammates. The opportunity before us is immense: robotics can give us cleaner air, safer surgeries, faster responses to emergencies. But the greater responsibility is to ensure technology does not strip away our humanity. I believe tomorrow’s robotics will not replace us but reflect us. They will embody the principles we embed within them—whether responsibility, humility, or exploitation. If we choose wisely, robots will amplify not just our efficiency, but our compassion. They will not take away the human struggle that forges innovation, but stand beside us, reminding us of what is possible when logic and imagination work together. In the end, the story of robotics is not about them. It is about us.

For context, I am the daughter of two immigrant parents who spoke no English and didn't get the chance to go to college. People often ask me how I discovered I wanted to do Mechanical Engineering at such a young age and as a Vietnamese female. You don't see a lot of Female Vietnamese Engineers. My parents never sent me to science camps or funded my circuitry projects. My STEM exploration was simply something my parents could not financially support. However, entering high school, I saw potential in my own and others' STEM explorations. Thus, I tried to make STEM exploration accessible by running a free robotics program at my Title I school, competing in the FIRST Robotics Competition. Robotics is undeniably expensive. The amount of funds that are required to cover machinery, tools, materials, travel, and registration expenses are nefarious. For example, some teams charge their members $30,000 a year to participate. I didn't want this for my community. I envisioned a robotics team, not for the sake of competition, but for the sake of exciting my community with STEM exploration, open to everyone. Although an average team size is 15 students, I oversaw 60 students, providing exposure to engineering, technology, and programming. I sought to bring forth a competitive, yet fun experience where everyone has an important role to play, decisions to make, and questions to freely explore. This meant managing the subteams and rotating members amongst design, electrical, business, mechanical, and programming aspects of robotics while ensuring that everyone felt as the team was a big family, rather than 5 separate entities. For the first time in our school history, our team culture was ultimately rewarded with a twelve thousand dollar donation from our school district, the Spirit Award at the 2024 FIRST Ventura County Regionals, and approval for our team to become an academic class. I had left a mark at my school and hometown: a robotics curriculum for anybody to explore. After I complete my education in Mechanical Engineering, I plan to give back to my community as a robotics mentor and female Asian in STEM role model. This scholarship will not only fund my education, making me the first in my family to go to college but will allow me to invest more time into research opportunities and my interest in mentoring high school robotics teams. This scholarship will not only empower me in mentoring but also the diverse students who come from impoverished backgrounds. With my established connections within the engineering profession, I can bring more resources, opportunities, and expertise. Through this, I aim to inspire and encourage these students to pursue their STEM passions, envisioning a ripple effect of change in underserved communities and building more leaders.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

Transitioning back to in-person learning presented a new challenge in raising my anxiety levels to unprecedented levels. The sheer amount of anxiety attacks I experienced during this time of my life forced me to walk out of exams, miss literary discussions, and leave me unable to attend labs. One notable memory takes place in my sophomore English honors class. As my teacher was giving instructions for an essay, I felt a great rush of anxiety and as I attempted to suppress the anxiety, it evolved into panic. The incident began with shaky legs progressing to fidgeting fingers to finally having me gasping for air. When I got to the administration, seeking help and trying to explain to them my situation through my heavy breathing, it was clear that I was not going to get the support I needed. They scrambled around from room to room searching for help or someone specialized in panic attacks enough to help me. The people I thought were supposed to help me didn’t know how. The student support system had failed me. This panic attack followed me through the rest of my day and made it incredibly difficult to stay focused in class let alone turn assignments in. More often than not, I found myself dropping to the floor, trying to get a grip of myself, hysterically crying. My anxiety manifested in my sleep habits and affected my academic performance. I would zone out or sleep during class, falling behind in my classes. This went on for the entire year. I started praying to ease my anxieties. I started doing breathing techniques and taking therapeutic walks around school. It took me time and many therapy sessions until my anxiety attacks reduced and I was able to function at a higher capacity. Since 2022, I have used my panic attacks to gain a lot of self-awareness to identify my triggers and how to soothe myself so that I can survive. What started as a feeling of absolute freak-out became a powerful motivating force for me to succeed in my community.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. One life-changing experience was when I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. If I could start my own charity, I would create a mentorship program, free to all students. This is in an attempt to mitigate inequity in attaining education. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this mission of accessible education during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. My parents struggle to find a stable job and the need to pay off our mortgage makes it financially difficult for me to attain an education. However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. The impact of my socioeconomic background became more present when I got an internship offer at Stanford as a Research Intern when I was 17. I had to decline the offer as my parents couldn't afford to send me to the other side of the state for this opportunity. The disappointment I felt was incomparable to the disappointment my mom had in herself to provide for me, as she wept quietly and lonely in our living room. However, I still strived to attain education. I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible and inclusive to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. I plan on continuing this passion during and after college by becoming a FIRST Robotics Mentor. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I grew up in an environment with limited opportunities. My immigrant parents couldn't afford to send me to STEM boot camps or summer immersion programs. Both my parents immigrated to the United States in 2003 with no secondary education nor ability to speak the English language. Even now, they still struggle to find a stable job, especially my mother. My father is the primary source of financial support. My mother has had jobs ranging from quality check technicians to factory workers. Since my mother doesn't know English, I fill out every job application and send every work email she needs to submit or write. She has to switch occupations every few months due to her getting laid off. With my parents having irregular jobs and needing to pay off our mortgage, it makes it financially difficult for me to attend secondary education. However, this does not discourage me as I strive to receive support from grants, financial aid, and scholarships However, high school introduced me to endless paths to venture such as cybersecurity, business, healthcare, engineering, and computer science. These unique, yet refreshing experiences revealed to me that there exists so many intersections within engineering professions. I would find myself creating life-changing connections with distinguished professors, doctors, and engineers. I knew that I needed to explore what existed and where I truly belonged. I've joined clubs, programs, and competitions, and taken AP and college courses. Through this, I prepared myself for the glorious path of college as I strive to attain a bachelor's degree in Mechanical Engineering. One significant turning point was when I interned with CHOC Children's Hospital as a Medical Innovation intern. During the internship, I produced, refined, and pitched engineered medical innovations. These designs and services aimed to advocate and provide healthcare support for homeless populations, low socioeconomic minority communities, and those with disabilities. My favorite project was designing a Biomedical Alert Response Button for Instant Emergency system (BARBIE) aimed to make healthcare more accessible to low socioeconomic and minority communities. The BARBIEs were multi-lingual emergency stations located in areas with limited access to healthcare. At these stations, patients can press the button in emergencies, and use the BARBIE's screen to input the symptoms they are experiencing. The screen uses an AI to analyze patient-given data to determine what supplies were needed to treat the emergency or if the patient needed to seek urgent care. The station will either send a drone with medical supply kits or dial emergency units. This experience fostered my understanding that engineers, equipped with the right morals, can resolve large and small-scale humanitarian issues. Pursuing a mechanical engineering career, I want to position myself in this direction as I search for professional opportunities and establish life-changing relationships. After my internship at CHOC, my passion for STEM education rose. It would be amazing to give more students more opportunities for STEM exploration, such as those I explored myself. However, many, like I was, can't attain these experiences, opportunities, and skills due to their socioeconomic background. Thus, I try to make STEM exploration as accessible to as many as possible by running a robotics program. Serving as a lead of my robotics team, based in a Title I school, I oversee 88 students, providing exposure to engineering, technology, programming, and business. I am committed to fostering inclusivity, especially for those from diverse backgrounds, regardless of socioeconomic status. Through mentorship, I aim to inspire and encourage these students to pursue their engineering passions, envisioning a ripple effect of positive change in underserved communities.

I ventured into mechanical engineering when I joined my school's FIRST Robotics Club (FRC) team. I joined robotics without any experience with machinery, tools, and hardware. Being a first-year robotics member in a team full of experienced members was challenging because I couldn't properly communicate with my teammates due to unfamiliar terminology. For reference, I named the allen wrench a "hockey stick." Although I eventually learned the technical terminology, I still struggled. Because I had never used woodworking machines before, I wasn't getting the parts cut accordingly to the dimensions, and I damaged our band-saw machine. It took me a lot of time to complete a task that would now take me three minutes. Eventually, I found myself staying in the workshop for long hours after school and on the weekends, trying to make my parts, and facing many trials and errors. I had to solve problems—that I didn't even know I had nor could exist—in ways that took analyses to understand. I never stopped seeking out the most efficient approach to creating my robot parts. Being in robotics made me question everything: the processes, the specifications of the dimensions, the efficiency of each machine and part, and our choice of materials. However, I had to overcome the discouragement that stemmed from my imposter syndrome. I changed my perspective; struggling is good because it is where I notice the most growth in my path to pursuing an engineering career. Since this epiphany, I've gone above and beyond to gain new experiences to learn new skills like how to read engineering drawing layouts, engineering change orders, standard line and lettering conventions, line types, bills of materials, and how to CAD and 3D draw on OnShape and SolidProfessor. Despite the challenges, I enjoyed this journey because it felt like a video game simulation. With each failure, I felt a rush of adrenaline traveling through my muscles as I tried to advance to the next level, and this drives my aspiration of majoring in mechanical engineering at a four-year institution and pursuing a career in manufacturing engineer. I absolutely love robotics. However, my rose-colored glasses came off when I started experiencing misogyny in this team. Of 25 robotics students on the mechanical team, I was one of the 3 girls. None of the boys took me or my suggestions seriously. Whenever I wanted to create a cut or part, the boys would never listen to my ideas or let me create the part even if they spent an hour making one 30-inch cut. I had to physically take the materials out of their hands and do it myself which they would say, "Wow you're actually smart." How was I supposed to respond? This, along with many other misogynistic encounters, increased my desire to have more female representatives in the STEM field. This stigma drives my mission of being a woman of color representative in engineering, inspiring more females to pursue engineering as well. I was tired of getting inferior and useless and I ensured that nobody would feel that way when I became a captain. I advocated and emphasized for girls to join our team and now, our female-male ratio is closer to 50:50, significant to the 80:20 male-to-female ratio we had last year. Ultimately, I learned two things; I am capable of great improvement and I have the power to make.

I ventured into mechanical engineering when I joined my school's FIRST Robotics Club (FRC) team. I joined robotics without any experience with machinery, tools, and hardware. Being a first-year robotics member in a team full of experienced members was challenging because I couldn't properly communicate with my teammates due to unfamiliar terminology. For reference, I named the allen wrench a "hockey stick." Although I eventually learned the technical terminology, I still struggled. Because I had never used woodworking machines before, I wasn't getting the parts cut accordingly to the dimensions and was damaging our band-saw machine. It took me a lot of time to complete a task that would now take me three minutes. Eventually, I found myself staying in the workshop for long hours after school and on the weekends, trying to make my parts, and facing many trials and errors. I had to solve problems—that I didn't even know I had nor could exist—in ways that took analyses to understand. I never stopped seeking out the most efficient approach to creating my robot parts. Being in robotics made me question everything: the processes, the specifications of the dimensions, the efficiency of each machine and part, and our choice of materials. Despite the challenges, I enjoyed this journey because it felt like a video game simulation. With each failure, I felt a rush of adrenaline traveling through my muscles as I tried to advance to the next level, and this drove my aspiration of becoming an engineer. I absolutely love robotics. However, my rose-colored glasses came off when I started experiencing misogyny in this team. Of 25 robotics students on the mechanical team, I was one of the 3 girls. None of the boys took me or my suggestions seriously. Whenever I wanted to create a cut or part, the boys would never listen to my ideas or let me create the part even if they spent an hour making one 30-inch cut. I had to physically take the materials out of their hands and do it myself which they would say, "Wow you're actually smart." One of my remarkable experiences of misogyny takes place in a group setting: "I haven't been able to go to robotics this entire week. I really miss it," and, my peer said, "you just miss being around the boys." I was absolutely baffled. I was absolutely baffled. How was I supposed to respond? This, along with many other misogynistic encounters, increased my desire to have more female representatives in the STEM field. This stigma drives my mission of being a woman of color representative in engineering, inspiring more females to pursue engineering as well. I was tired of getting inferior and useless and I ensured that nobody would feel that way when I became a captain. I advocated and emphasized for girls to join our team and now, our female-male ratio is closer to 50:50, significant to the 80:20 male-to-female ratio we had last year. Anytime any of my members experienced misogyny, I held a conversation with the person being misogynistic and my robotics advisor. Ultimately, I learned two things; I am capable of great improvement and I have the power to make.

From her High School Musical: The Musical: The Series era to her debut album SOUR to her sophomore album GUTS, I have found comfort in Olivia Rodrigo’s songs because of how perfectly and personally connected I feel to them. The lyric, “Yeah, they all say that it gets better / It gets better, but what if I don’t?” in her song, “Teenage Dream,” encapsulates my journey throughout high school while struggling with Generalized Anxiety Disorder. My anxiety consumed me and made it exponentially harder for me to both keep up and catch up with school. I’ve had to walk out on math exams, literary discussions, labs, etc. because my panic attacks would overheat my brain, not allowing it to process any information that the teacher taught. This anxiety even followed me home and the attacks would come at me as I was trying to turn in my projects. I would seek help from my innocent friends, who reassured me that everything would be fine or that my deep anxiety would get better. It did not get better, at first. Although my friends consoled me, I still felt an awful feeling in my stomach. What if my anxiety doesn’t get better? What if I struggle with apprehension forever? How can I trust my friends’ words and reassurance when they’ve never had to experience such a gut-wrenching feeling of constant worry and agitation? And if I never get better and I never overcome my anxiety, what happens to me? What happens next? Will I not go to college? Then I won’t find a stable job? Then I rot on the streets? Will I always feel scared? Will I always be paralyzed by fear? Everything is left up in the air. All these ruminations, doubts, and perturbations eventually led to depression and suicidal thoughts. I felt so alone. Who would I even go to? My immigrant parents don’t believe in the concept of mental health. In our culture, they viewed any sort of mental breakdown or anxiety attack as lunacy and madness. On top of that, this was such a new feeling to me. I never experienced disquietude growing up as a kid until I reached my teenage years. I knew I had to seek help because having to walk out on exams, quizzes, labs, class, etc. was getting unsustainable and leading to poor academic performance. Notably, I was having a panic attack during my sophomore English honors class, but instead of handling it myself, I asked my teacher if I could go to the health office. When one of the staff members from my school’s health office tried to assist me, it was clear that I was not going to get the support I needed. They all scrambled around from room to room, trying to either figure out what to do to help me or find someone else who was specialized enough in panic attacks to help me. They couldn’t. This panic attack lasted two periods, meaning I had to miss out on both my English and my Algebra 2/Trig class. I knew this was getting out of hand so I sought help elsewhere: in prayer and therapy. Even getting a therapy appointment was difficult--but that’s a different story. After months of therapy, everything started coming back into place. In the end, I learned that this was all a part of growing up and adolescence. Seeking help is part of the journey. The doubt that Olivia Rodrigo’s “Teenage Dream” showcases my exact anxiety and fears but also reminds me that it does get better, along with my future struggles and endeavors.

I can still remember my first sip of a venti chai tea latte with pumpkin foam on the 4th of September and the feeling of empowerment rushing through my body. Fall is my favorite season and yet, at this moment, I dreaded the busy season. My friend and I barely survived a grating day of errands, meetings, and preparing for my robotics team's bake sale. As one of the operations captains of my robotics team, I play the role of every board member of a club's board, as one person. It can get beyond stressful at times. After managing the stressful day and preparing for the bake sale, I wanted to collapse into somebody's arms and incinerate into ashes. Conveniently, my holy grail safe place, Starbucks, was within 90-feet of distance. As I was driving through the drive-thru, finally and desperately ready to order, my indecisive self decided to order a pumpkin spice latte because I didn't know what else to order. My friend ordered a venti-chai tea latte with pumpkin foam. After taking a sip of the pumpkin spice latte, I was immediately disappointed by the lack of quality in it. I regretted ordering that drink. I regretted spending a good $5.75. These regrets extended further than the drinks. This drink was the cherry on top of the stressful day I was having. Maybe my day would've been less stressful if I had approached it differently. What if I had split up my time differently? What if I wasn't the captain of my robotics team? Then would I have had to go through a whole day of stress and anxiety? More thoughts and regrets started flushing my brain away. However, the Starbucks employees messed up our order and gave us a free drink, leaving us with one pumpkin spice latte, and two chai tea lattes with pumpkin foam. The moment I first sipped this drink felt like a Hallmark movie. I felt like I was experiencing a "love at first sip" moment. In that fast 6 seconds of a sip, I felt instantly relieved. I felt that all the worries and troubles of the day had been worth it to have this drink as a reward. To me, this drink served as a symbol that when an opportunity comes your way, you should take it. No matter what your past mistakes and regrets are, you shouldn't let that stop you from pursuing your endeavors. I felt like this push was all I needed. I feel so powerful with every sip I take of a chai tea latte with pumpkin foam. Now, every time I begin a rough day, I order a chai tea latte to brace and empower myself.

Future Jenny Tu, a forward-thinking mechanical engineer, serves as an inspiring role model, motivating students to embark on STEM careers through her dedicated mentoring and volunteering efforts within the FIRST Robotics community.

As a first-generation, low-income, Vietnamese-Chinese American student, I strive to take advantage of the academic and financial resources that my parents did not have. Since my parents never had the opportunity to attend university, they have not only become strong advocates for higher education but endured many lasting challenges for me to receive opportunities, such as UCI's Future Leaders Initiative program, the Upward Bound program, the UCLA HOPE program, etc. On a daily basis, they push me to reach my potential as they support my desire to go to a four-year university after high school graduation. However, the pursuit of higher education is heavily impacted by my socioeconomic background. The expenses of going to a university produce challenges that may prevent me from exploring my potential. This, however, does not discourage me as it inspires me to work harder. I am very eager to learn as I believe education is essential for all facets of life. Being a part of this program will provide me with resources and knowledge such that I will be prepared to attend a four-year university. As I am incredibly passionate about neuroscience and biology and intend to use this passion for the greater good of humanity.