When I originally began learning calculus, I had no idea how much it would change the way that I think. Learning Calculus I and II was not a matter of learning new formulas or methods. It was learning how to wire my brain to think differently, to see many steps ahead, and to think more abstractly than ever before. For me, calculus has been less about memorization of step-by-step solutions and more about learning the mindset necessary for success within the STEM community. Out of everything I've learned through calculus, perhaps the most valuable is learning how to anticipate multiple steps in advance. Mostly, solving a calculus problem is to remember a lot of pieces going on simultaneously: determining the correct method, establishing the problem, anticipating where the substitutions or transformations will occur, and vigilantly balancing the specifics until it's evident what the solution is. All of that seems like the sort of problem-solving STEM professionals perform daily. Whether you're writing an algorithm, analyzing a model of science, or building a system, you must be able to see the grand picture and keep an eye on every single step in between. Calculus also makes you learn how to adapt to abstraction. In Calculus II, I learned concepts like sequences, series, and integrals that were worlds, worlds apart from the tangible problems that I used to solve. These ideas at first were intimidating to me as they could not always be so easily observed. But as I finished doing the work, I realized that abstraction is a skill in and of itself. It allows you to think outside what can be observed and to build solutions to problems that you cannot always observe yourself. This is the secret of STEM. Engineers need to envision how structures will behave when they are under stress before construction. Computer programmers need to write algorithms that forecast outcomes they will never have a chance to experience. Scientists need to simulate things that they can't actually see. Calculus gives them mental preparation to deal with this type of abstract thinking with assurance. Aside from its use in critical thinking development, calculus is used in many ways in everyday life throughout STEM. It finds application in computer science to minimize algorithms and machine learning models. It finds application in engineering to calculate forces, rates of change, and directions. In physics, it becomes the foundation for motion, energy, and waves. Even economics and biology utilize calculus to model growth and decay and interactions in intricate systems. Calculus is the mathematics that we can apply to measure change, and change is the building block of all STEM fields. Knowing calculus has been empowering for me. When I was struggling through prior classes, sometimes I wasn't certain whether I was in the wrong place for STEM or not. Working my way through the difficulty of Calculus I and II helped to show me that I was able to learn abstract thought, multi-step reasoning, and concepts that at first sight appeared out of my reach. Getting through those courses gave me not only new knowledge, but also gave me renewed confidence in my own ability to think like an engineer and scientist. I believe calculus is worth its place in STEM not just for what it explicitly instructs, but for the habits of mind it can establish. It reinforces persistence when problems are lengthy and difficult, creativity when solutions require unconventional approaches, and forward thinking when anticipating several steps ahead. Those are the traits that drive innovation, discovery, and progress in STEM.

For me, tinkering has never been about repairing things. It's about creating something new, seeing how it holds up in the real world, and observing how other people respond to it. One of the times I was proudest of my tinkering skills was when I built CodeCade, an educational website that equates classic games with programming principles so that coding can be made available to young students. I designed CodeCade to allow when students played games such as Hangman, Word Scramble, and Rock Paper Scissors, the code behind the game would be presented in parallel with it. Every time they correctly guessed a letter or won a round, the line of code that made that happen would highlight. I intended to demystify programming by demonstrating, in real-time, how the logic behind the code was directly related to something known and enjoyable. To find out whether CodeCade was successful, I had my friends' younger brothers play the games and gave them surveys afterward. I was worried about their reactions. Would they find it too complex? Would they care about the code at all? To my surprise, the surveys reacted quite well. Most of the students noticed that they learned more about how the games worked after playing than they did before playing. Some said that they felt coding wasn't so scary once they looked at it all segmented in that way. That reaction was the most rewarding part of the project. It confirmed that all of that fiddling had produced a bit of software that could create curiosity and even happiness in others. For me, it was never about building a working bit of software, but making an impact on how students approached computer science. What started as an experiment became a tool that enabled young students to learn about programming in their own way. It taught me the true power of hacking and fiddling. It's not only the genius of the solution, but the reaction it evokes. CodeCade taught me that even a tiny project has the potential to change how one thinks about technology. That my project made students more proficient at programming gives me motivation to keep on coding. In the future, I want to create more tools that will make technology accessible and fun. Whether it is debugging code while interning or experimenting with personal projects, I carry with me the lesson that innovation is greatest when it sparks. That smile I saw radiating from those surveys is why I love to work in STEM and why I will keep developing projects that connect people to the power of technology.

When I first started studying computer science, I was excited but also completely in over my head. The courses were tougher than anything I had ever worked my hands on, and at times, I doubted that I even belonged here. I was struggling with courses and even thought about switching majors. The low point was when I figured perhaps I was just not the right fit for a STEM career in the first place. This all came to an end when I took the foundation exam, a highlight of computer science students. I knew that the foundation exam assessed not just my knowledge but also my determination. I had been recording failing grades and was frustrated, but I vowed that I would not give up without trying my best. I studied day and night, harder than I had ever worked, and consulted whenever needed. I was only now coming to understand that hard work would be just as important as natural ability. When I was told, I had passed on the first attempt. It was a life-changing experience. It was not just a matter of passing. It was a reassurance that I did have a place in computer science, my failure did not mark me, and that with hard work, I could breach obstacles that previously had looked impossible to overcome. Passing the foundation exam made me feel with a new sense of direction and renewed passion for STEM. This experience placed my mindset in perspective when it comes to learning and technology. I discovered that STEM isn't going to solve the problem the first time it attempts. It is being able to get the problem resolved, push through, and be able to learn through mistakes. Failure at difficult problems is what forms the critical thinking skills that STEM demands. I did not see issues as problems anymore, but opportunities to remind myself that I was capable of becoming stronger. Ever since then, I've approached my studies differently. I still get tough assignments, but instead of questioning whether or not I belong, I remember the night I opened my exam papers to find out that I could do it. This confidence that comes with it motivates me to hold on, whether it is a coding debugger that won't budge or a theory that once seemed out of reach. My experience with the foundation exam also solidified my desire to assist others in STEM. I understand what it feels like to be failing and doubting your choice. That compassion motivates me to assist other students, provide study tips, and not let others quit when what they are doing seems too much. I would like to be able to tell my story as evidence that hard work will pay off and that there is indeed a future in STEM fields for anyone who wants to work for it. Looking back, not attending those first few classes and doubting my own capabilities was likely one of the greatest lessons of my academic life. Passing my foundation exam not only initiated my degree but also restored my confidence, reawakened my passion for computer science, and made me feel a part of the STEM world. I now believe challenges as opportunities and not excuses to turn back, but as opportunities to prove to others and myself that through hard work, change is always possible.

My name is Katrina Gumerov, and I am a proud first-generation student. Ever since I applied Autodesk Inventor to design and 3D print a model Lego set for the first time, I have come to understand that technology is not just an instrument but a gateway to change. All those late nights spent crying, failures, and efforts I went through on that project were worth it with an indescribable sense of victory and pride once my masterpiece took shape. It was at that moment that I became interested in STEM and set out on a journey of discovery and innovation. Being one of the few girls in my high school STEM program, I was often left out of group projects and benched. Instead of letting these disappointments get me down, I let them fuel me to prove everyone wrong and demonstrate that I belonged in this challenging field. Those early setbacks did not just make me tough but also instilled in me a strong desire to create a more inclusive space for women in STEM. I realized that each failure was an opportunity to rewrite the story for myself and generations of future women innovators. Today, I have the honor of being a STEM ambassador at the Center for Initiatives in STEM at UCF, where I introduce K -12 students to fascinating STEM topics and inspire them to dream big. Being part of the Women in STEM mentorship program solidified my commitment to building a safe environment where every girl can envision a technology career. These roles not only allowed me to give back to society but also prepared me for the challenges and responsibilities that lie ahead in my career life. I chose to pursue Computer Science because I am convinced that technology can transform lives and reshape our world. My dream is to apply the skills I acquire in college to extend the most advanced technological advancements to everyone, especially those who have been historically underrepresented. I envision a world where advances in software, artificial intelligence, and digital infrastructure dismantle obstacles and advance equality, empowering all with the tools to prosper in a more digital world. This scholarship would be a turning point in my life, not only by alleviating financial pressures but also by enabling me to further my work of empowerment and inclusivity through technology. With additional resources, I plan to expand outreach programs, develop projects that address real issues, and further mentor the future generation of technology enthusiasts. Every line of code that I produce and every project that I complete will be a step closer to building a more connected, accessible, and innovative future. In essence, my STEM path is one of individual challenges to be an agent for positive change. I am committed to using my Computer Science professional life as a platform for shattering obstacles, enabling marginalized populations, and showing that determination, creativity, and diversity can not only transform individuals but the globe at large.

To be the first generation in my family to attend college is to carry the legacy of sacrifice and perseverance that my parents had when they left everything behind after the Soviet Union collapsed. It is a duty and a privilege to convert their hardships into a beacon of hope for our future and to pave the way for future generations. At a college orientation early in my life, I remember being the only person in the room with an American birth certificate while my family's background spanned continents. I carried both the pride of being a second-generation immigrant and the responsibility of trailblazing as a first-generation college student at that time. It was that epiphany that provided the backdrop for my academic pursuits, as I made it my mission to repay my family's investment of time and effort and show them that they had not misplaced their belief in me. I am pursuing a Computer Science degree at college because I am persuaded by the potential of technology to transform lives. I am looking forward to a course that emphasizes innovation, analytical thinking, and problem-solving skills. My dream is to use technology to go beyond limitations and ensure that everyone, regardless of background, has access to whatever tools and information they need. Every project I do and every line of code I write brings us closer to a more inclusive, accessible technology that is within reach of everyone, ultimately leading to a better, more connected world. My life has not been without its challenges. Being half-Russian, half-Ukrainian, I often found myself in the middle of cultural controversy, a misfit among classmates who saw my heritage as a matter of contention. These events, although difficult, have given me the strength to continue and have driven me to become an outstanding student and person. I have prepared for college in a positive sense by seeking out mentors, providing community service, and building leadership skills—primarily through service as a senate seat representative in student government. Through this role, I represent individuals who are unable to represent themselves, and I am the voice for individuals who have been made to feel silenced, much like how I once felt. In the long run, I see myself applying my leadership experience and education to empower marginalized communities and provide opportunities to others. I am committed to dismantling systemic barriers, bridging cultural divides, and serving as a change agent. By turning my hardships into stepping stones, I aim to become a leader who not only repays my family's sacrifices but also inspires others to believe that persistence and determination can lead the way to lasting success.

I vividly remember the moment I first realized that my path in education would be uniquely challenging. At a college orientation, I was the only person in the room who could claim an American birth certificate, with family roots spanning continents. In that moment, I felt the pride of being a second-generation immigrant and the weight of breaking new ground as a first-generation college student. I knew that pursuing higher education was not just a personal success but also a testament to the sacrifices of my family. My pursuit of higher education is driven by a necessity to convert the difficulties of my past into opportunities for the future. My parents sacrificed everything they knew in the wake of the Soviet Union's collapse to build a better life in America. Their stories of perseverance, grit, and optimism inspired me to strive for achievement in a system with no family blueprint to follow. In preparation for college, I relied on my resourcefulness—seeking out mentors, engaging in community activities, and intensely researching every opportunity that would help me navigate this new world of academics. It has not been easy getting to college. The escalation of the war between Ukraine and Russia added challenges to my life as a half-Russian, half-Ukrainian individual. Sometimes, my culture would be a subject of debate at school, and I would feel like an outcast among both groups of individuals. These hardships, though they have been difficult, have hardened my determination to persevere and show that I deserve higher learning despite the cultural complexities that I will need to navigate. Apart from academic preparation, I have taken an active effort to prepare myself for life beyond the college classroom. I am now serving as a senate seat representative to student government, where I champion the voice for those who cannot speak out for themselves—providing a voice to those who, like me, have felt silenced at times. This experience has given me the strength to turn personal struggles into rallying cries and has armed me with leadership skills that I know will stand me in excellent stead in college. Ultimately, I am pursuing higher education for myself as well as to honor the sacrifices of my family and pave the way for generations yet to come. I am committed to dismantling barriers and bridging cultural divides, showing that through determination, perseverance, and the right guidance, a first-generation student's dreams can become an enduring triumph.

I still recall the day I realized just how much my path was going to differ and be tough. At college orientation, I was the only individual in the room who could say that I held an American birth certificate and whose family members had resided on other continents. I felt both the pride of being a second-generation immigrant and the burden of being different. I realized that I had a lot to prove, not just to the system but to myself as well. My entire educational journey has been difficult and special, as I am the only family member born in America. My parents, who lost everything when the Soviet Union fell and had to leave behind everything they knew and loved, sacrificed so much so that I could do things they never had the chance to. Their stories of struggle, determination, and hope have been an inspiration to me, even in those years when I struggled through an unfamiliar and sometimes cruel system of higher education. Having no family model to emulate, I had to depend on my instincts and pure willpower to guide me through the intricacies of college life. The road was not easy. The escalation of the war between Russia and Ukraine made my inner turmoil worse. Being half Russian, half Ukrainian, I existed in an uncomfortable limbo. My teachers would sometimes use my heritage as a matter of debate within school, and I was rejected by both cultures. The Russian students resented my presence, and the Ukrainian students were not more welcoming. They made me feel isolated and not understood, and they urged me to put in extra effort to establish myself and remain dedicated to school. Despite all these challenges, I never lost sight of my dreams, not just for myself but for my entire family. Every obstacle reminds me of the sacrifices that my parents had to suffer and the belief they had in me. I want to be that individual of success who justifies their sacrifices in migrating to America and establishing a new life. College is not merely my achievement; it is one of purpose, an act to celebrate my heritage and one that will establish a precedent for generations to come. Outside of the classroom, I am also a student government representative for the senate, passing my days advocating for those unable to advocate for themselves – providing them with a voice that I never had. This has given me the authority to turn my struggles into opportunities to be an activist and to offer an even more open platform for all those outsiders. As I continue my education, I am committed to filling in the gaps in cultures. My desire stems from a call to do justice for my family, shatter the ceiling of being an immigrant, and encourage others to believe that constant striving and perseverance will ultimately prevail.

Ever since my first experience in STEM—using Autodesk Inventor to model a Lego set and 3D print it—I felt an irresistible pull toward the field. I cried for weeks on end, suffering through struggles, only for it to pay off in the end. That amazing sense of pride and triumph is one that I will never forget, as it was the moment that I truly understood the power of creativity and determination. It was not just a project but a turning point that resulted in my embracing my passion for STEM and an ongoing process of learning and exploration. I was one of the few girls in my high school STEM program, so I was accustomed to being in the minority. I was belittled and excluded from group assignments throughout high school, and that only fueled my determination to prove that I belonged in this challenging field. The setbacks I faced did not deter me; instead, they motivated me to continue pushing and striving for a more embracing and supportive place for women in STEM. I was determined not only to thrive but also to ensure that future female students would be welcomed and encouraged in their scientific endeavors. At the moment, I am happily a STEM ambassador of the Center for Initiatives in STEM at UCF, where I give engaging STEM topics to K-12 students and also model what they aspire to be. I am involved with the Women in STEM mentorship program, where I spend my time building an environment where women can grow and develop into all that they can. These roles allow me to give back to society through mentoring the next generations and through creating channels where innovation and creativity can fully flourish without limitation. Winning this scholarship would be an experience that would change my life in a profoundly positive way, making my life better. It not only would alleviate the financial burden, but it would also enhance my pursuit of furthering inclusivity and excellence in the STEM fields. With the scholarship's help, I can further my education, expand outreach programs, and develop innovative projects intended to inspire and empower the future generation of women innovators. Every resource would bring me closer to opening more doors for women in STEM, demonstrating that passion and determination can overcome any obstacle. With what I have learned about STEM, I embrace challenges and successes as part of learning and innovation. I am committed to continuing the good work of shattering ceilings and opening doors for women in this promising career so that all problems are confronted with fearlessness and all achievements are commemorated as inspiration.

My mother's entire side of the family is Ukrainian. My father's entire side of the family is Tatarian, who grew up in Russia. The war between Russia and Ukraine has especially affected me because I consider myself to be of both ethnicities. I am the first person in my entire family born in America, however, my family is deeply rooted in Ukrainian and Russian traditions and culture. I have loved being both Ukrainian and Russian. My family does not speak English so I had to learn both languages. When I went to college, I took a Russian class so I could learn to read and write as well. My family enjoys going to Paska and cooking traditional foods. My culture has been a big part of my life. Up until now, being Ukrainian and Russian was never that interesting to other people because they were small countries that no one really cared to learn about. When news of the war broke out, all heads immediately turned toward me. Suddenly everyone started wondering about my opinion or if something they say will set me off. I, myself was confused because the war broke out when I was just eighteen. How can an eighteen-year-old have an opinion on a war? The only thing I could understand was how scared my family was. Only my grandparents and my immediate family is in America. We still have so many of my aunts, uncles, and cousins over in Ukraine. My family has a lot of pride in their culture and it was heartbreaking to see my grandparents so scared for their country. I did not realize how big of an influence the war would have on my personal life as well. When I went back to class during my senior year, I had many Ukrainian friends that I had known for years. When the war broke out, many of them stopped talking to me and even would threaten me because I was half-Russian. It really affected me when I started my first year of college. There was a huge European population at my school and I was so excited to find people who understood me. Sadly, I was cast out of a lot of events and activities. Everywhere I turned, someone was talking about the war and how awful Russia was. I started spiraling into an identity crisis. I loved being Russian but I also loved being Ukrainian and I did not understand how I was supposed to choose. Not only was I finding it hard to even have an opinion, but no one seemed to want to hear it either. Many rallies were gathered at my school and wanted Ukrainian students to talk about how they felt. I was never invited and I am not sure if it is because I am Russian, or maybe because I did not live in Ukraine so I "can not really feel the effects" of the war. All I knew was that my family was scared. My mother crying because her nephew was sent to fight and she can not call him. My aunt escaped to Poland in order to catch a flight to the U.S. So maybe I can not feel the effects of the war to a certain extent, but there is no doubt that this has affected me and my family deeply. I am pursuing a STEM degree because ever since my first engineering class in my freshman year of high school, I have fallen in love with STEM and it is the only career I can see for myself long-term.