For as long as I can remember, our family photos and holiday dinners have been defined by a noticeable absence: my father’s empty chair. Because he struggles with severe depression and anxiety, he often has to avoid family gatherings and social settings just to cope. For a long time, I didn't really have the words for why he wasn't there. I just felt the weight of his absence. But watching him deal with that quiet, internal battle has honestly changed everything about how I see the world and what I want to do with my life. Witnessing my dad's mental health journey taught me pretty early on that the hardest fights are the ones nobody else can see. His habit of withdrawing wasn't because he didn't care about us; it was just a symptom of a really heavy burden he was carrying. Realizing that was my first big lesson in "destigmatizing" mental health. I had to learn that it’s a health crisis, not a choice or a character flaw. It made me a way more observant person. Now, I don't just take people’s silence at face value. I try to look for what’s going on under the surface. This empathy is exactly why I’m a Peer Leader and a member of the Red Cross Club. At school, I’ve realized a lot of my classmates are fighting their own invisible battles. As a leader, I don't just hang out with the loudest or most active students; I try to look out for the ones on the outskirts, the ones who might find it hard to even show up. My dad's struggle taught me that "doing good" doesn't always have to be a huge gesture. Sometimes, it’s just about being a patient, non-judgmental friend. My history with mental health is also a huge reason why I’m heading into Biomedical Engineering at Rowan University. After spending my time in the engineering curriculum at Allentown High School, I realized I want to use those problem-solving skills to help people like my dad. I want to work on medical tech and innovations that can actually support the brain and help people whose chemistry makes "normal" life feel impossible. The Ethel Hayes Scholarship matters to me because I live these values every day. My dad’s struggle didn't break me—it gave me a sense of resilience and compassion I wouldn't have otherwise. By getting my degree and leading with empathy, I hope to help build a world where nobody has to face their invisible battles completely alone.

Books have always been my way of figuring out who I want to be and how I fit into the world. Growing up in Hamilton, New Jersey, reading was a quiet escape, but as I’ve gotten older, the books I choose have started to shape my actual goals. Two books in particular—The Immortal Life of Henrietta Lacks by Rebecca Skloot and The Body: A Guide for Occupants by Bill Bryson—completely changed how I look at science. They took biology out of the classroom and showed me that human health is deeply personal, ultimately inspiring my goal to study biomedical engineering at Rowan University this fall. Before reading The Body, I thought of science as mostly memorizing definitions for a test. But Bryson writes about the human body like it’s this crazy, complex machine where millions of things have to go perfectly right every single second just for us to exist. Reading it made me look at human biology with a lot of respect. It sparked a real curiosity in me to understand how we can use engineering to fix that "machine" when things go wrong. It made me realize I didn’t just want to learn about science; I wanted to build tools that could actively protect and heal it. At the same time, The Immortal Life of Henrietta Lacks taught me a massive lesson about the human side of medicine. The book explains how Henrietta’s cells were taken without her permission in the 1951 and used to create some of the biggest medical breakthroughs in history, while her family was left in poverty. This book was eye-opening for me. It taught me that scientific progress doesn’t mean anything if you lose your empathy along the way. It showed me that behind every cell sample, data point, or medical device, there is a real person with a family and a story. These books directly shaped the goals I carried with me through high school. When I faced the challenge of leaving my friends in Hamilton to join the school choice program at Allentown High School, I kept thinking about the bigger picture. In the Project Lead the Way engineering program, being one of the only girls in a room full of guys was tough, and finding my voice was definitely a struggle. But the lessons from these books reminded me why I was there. I wasn’t just trying to get through a difficult class; I was learning the skills needed to solve real-world healthcare problems. Now, as I head to Rowan University, my ultimate goal is to connect engineering innovation with genuine compassion. Volunteering at the RISE food pantry taught me how important it is to treat people with dignity, and my favorite books have reinforced that exact same value in medicine. Thanks to what I’ve read, I am entering college knowing that being a good biomedical engineer isn't just about designing a cool piece of technology; it's about making sure that technology is safe, ethical, and built to truly help people.

My faith has always been a huge part of my life, especially growing up as a parishioner at St. Raphael’s Church in Hamilton. Making my Sacraments there wasn't just a family tradition for me; it was when my faith became real and personal. Standing in that church, I realized that God had a specific plan for my life, and that foundation has given me the strength to handle some of the biggest challenges I’ve faced so far as a teenager. The first major test came when I decided to apply to the school choice program at Allentown High School. It was incredibly hard to leave my home district in Hamilton and say goodbye to the friends I had grown up with. I spent a lot of time praying for courage because stepping into a completely new school where I didn't know anyone was terrifying. But God gave me the peace to realize that stepping out of my comfort zone was exactly what I needed to do to grow. That courage was tested even more when I started Allentown’s Project Lead the Way engineering program. On the first day, I looked around and realized I was one of the only girls in the entire room. In a class totally dominated by guys, it was really intimidating, and there were times I felt like I didn't belong. Whenever I felt overwhelmed, my faith reminded me that God gave me my brain and my passion for engineering for a reason. Prayer helped me overcome that anxiety and completely find my voice. Instead of staying quiet during group projects, I learned to speak up, share my ideas, and confidently lead alongside the guys. My faith also shaped how I spent my time outside of school, like volunteering at the RISE thrift store and food pantry. Seeing families in my area struggling with food insecurity was eye-opening. It taught me to stop focusing so much on my own teenage stress and instead focus on how I could be the hands and feet of Christ for people going through a hard time. It taught me genuine empathy and how important it is to treat everyone with dignity, no matter what they are going through. As I head to Rowan University this fall to study biomedical engineering, I know my faith will be my ultimate guide. Developing medical devices means working with people who are vulnerable and sick. Because of my faith, I won't just see patients as numbers or data; I’ll see them as real people who deserve compassion and the absolute best care. By engineering tools at Rowan that can actually heal people and take away their physical suffering, I’ll be able to turn my career into a way to live out my faith every single day.

On Monday night, my grandmother (who I refer to as "Myee") came over for dinner. As is often the case when she visits, the conversation eventually veered toward politics. My grandmother is a staunch supporter of President Donald Trump, and a topic she brings up constantly is the influx of undocumented immigrants. Our views on this issue differ significantly. While I do not identify as a Republican or a Democrat, I do not share her intense, negative feelings toward immigrants. Looking at the world through a broader lens, I see people searching for safety and opportunity. During our conversation, I sought to gently challenge her perspective by bringing up a historical truth: our entire country was built by immigrants. This point immediately struck a chord, and she became combative. She argued fiercely that her ancestors’ experience was entirely different because they entered the country legally through Ellis Island, following standard protocols and paperwork. Our ancestors emigrated from Scotland. At this point, my mom and dad left the room, clearly uncomfortable. My grandmom’s anger was intense, fueled by a deeply ingrained belief that the current generation of immigrants is somehow bypassing the rules that her own family respected. Faced with her rising frustration, I knew that arguing or getting defensive would only shut down the conversation. Instead, I consciously relied on principles from the Cross-Cultural Toolkit. I had memorized some of the crucial points of the short training. Rather than matching her volume, I focused on understanding her point of view without fully agreeing with it. I recognized that her stance was shaped by her generation’s narrative of American history and a personal pride in her family’s legal journey. By actively listening and validating the value she places on following the laws to the fullest extent, I was able to lower the tension. I brought up my own counterpoints calmly and non-confrontationally, asking her to consider how the complex, modern legal pathways differ vastly from the historical processes of the Ellis Island era. This approach kept the conversation from devolving into a shouting match, allowing us to maintain our relationship despite our stark differences. Ultimately, my thinking on the issue stayed the same. This was mostly due to the aggressive delivery of my grandmother's arguments, which relied heavily on broad generalizations rather than actual facts. However, the conversation deeply shifted my understanding of how a person's cultural background and generational experience shape their worldview. For my grandmother, the American identity is closely tied to a specific historical timeline and structural order. The dialogue at dinner with my grandmom that night taught me that people's beliefs are rarely rooted in malice; instead, they are constructed from the stories, eras, and cultural frameworks they grew up with. While we did not change each other's minds over dinner, handling the interaction with empathy and patience proved that it is entirely possible to bridge a generational divide, finding mutual respect even when common ground cannot be found.

During the height of the pandemic in sixth grade, virtual school had become a cycle of passive learning. I listened to my science teacher drone on over a glitchy computer speaker, until finally she gave an assignment that caught my attention: “I want each of you to research a career in the STEM field and create a Google Slide presentation about the career you find most interesting.” For once, school felt meaningful—a chance to explore a real-world question with purpose. I typed “careers in the STEM field” into Google, scanning a daunting list of hundreds of jobs until one caught my eye: Biomedical Engineering. I read the first article, then dug deeper into the specifics of the field. Before I knew it, hours had gone by and I had gone down a rabbit hole of researching how engineering principles could be used to heal the human body. I created my presentation over the next few days and announced to my parents that I knew what I wanted to be when I grew up. For the most part, they humored me, telling me I would change my mind a dozen times before college. But my passion remained constant. Toward the end of middle school, I realized my local high school did not offer any courses in engineering. Determined to pursue my dream, I discovered the School Choice Program, which allowed me to apply to the Engineering Academy at Allentown High School to study the rigorous Project Lead the Way curriculum. I chose to leave behind the kids I had grown up with since kindergarten, stepping away from the "comfortable" for the completely unknown. The academic rigor, however, wasn't the only challenge awaiting me. On my first day of high school, I walked into my engineering lab and faced an unexpected adversity: I was one of only two females in a room overflowing with boys. In the beginning, my voice often went completely unheard. During group design challenges, my male peers would routinely talk over me, reassigning me to take notes or manage presentation slides while they handled the "real" building and coding. It was a subtle, exhausting isolation. I quickly realized that waiting for permission to speak meant staying silent forever. I had to learn how to make myself be taken seriously. I began forcing myself to speak first, anchoring my design concepts with undeniable data. When a peer tried to take the tools out of my hands during a robotics build, I firmly held my ground. I earned my place not by being loud, but by being unshakeably competent. Over time, the talking over stopped; they started listening. Now, as a graduating senior from Allentown High School’s Engineering Academy, I am preparing to study biomedical engineering in college. What excites me most about the future of technology is the integration of personalized medicine and machine learning—the ability to engineer devices unique to an individual's biology. Making the choice to enter the academy changed everything. I broke through the noise of a male-dominated classroom, and I am ready to help shape a tech-driven future where women's voices aren't just heard, but are leading the way.

Growing up in New Jersey has shaped who I am by offering the perfect balance of a vibrant community and life-changing opportunities. One of my favorite parts of living here is the incredible geography: I am just 35 minutes from the beach and an hour from New York City. The ocean and Broadway shows have become my sanctuary—an escape from the daily stresses of academics. Standing by the waves or sitting in a theater allows me to reset, find inspiration, and return to my goals with a clear mind. However, navigating my education brought its own challenges. My home district, Hamilton, couldn't offer the advanced STEM pathways I needed for my future. Fortunately, New Jersey’s School Choice Program opened a door that changed everything. I applied to Allentown High School to access their Project Lead the Way curriculum. Leaving my neighborhood school wasn't easy, but pushing through that comfort zone allowed me to take Engineering Design and Principles, AP Computer Science, and honors engineering courses that simply weren't available at home. This rigorous academic environment directly prepared me to attend Rowan University, where I am majoring in biomedical engineering. My ultimate career goal is to design medical devices that are not only innovative but affordable for everyone, ensuring that life-saving technology is accessible regardless of socioeconomic status. New Jersey also nurtured my passion for giving back. Through local community service, I spent my high school years volunteering at the NJ RISE Thrift Store and Food Pantry, learning firsthand how vital a strong safety net is for families. My desire to serve was deeply reinforced by my faith community. Growing up in the Hamilton area, I was blessed with wonderful Catholic communities. I attended Our Lady of Sorrows elementary school from first through fourth grade before my family moved to Yardville. Later, I made my confirmation at St. Raphael’s Church, where I still attend Mass. This parish community has been a foundational pillar for me, helping me grow, meet diverse people, and stay grounded in values of compassion and stewardship. This scholarship would be a crucial stepping stone toward my goals. By easing the financial burden of my biomedical engineering degree at Rowan, it will allow me to focus entirely on my research, laboratories, and design projects. New Jersey has given me the foundation, the education, and the community spirit to dream big. With your support, I can take these experiences and turn them into a career dedicated to affordable healthcare innovation.

The true impact I want to make in my career isn’t just about building high-tech medical devices; it’s about making sure those devices actually reach the people who need them most. Right now, there is a huge gap in healthcare. We have incredible, life-saving technology, but it’s often so expensive that only wealthy people can afford it. My vision is to change that. I want to use my education to design medical tools—like advanced prosthetics and artificial organs—that are affordable for regular, everyday families, so that no one ever has to choose between their bank account and their health. This vision of helping others comes directly from my roots and the people who inspire me. For the first six years of my life, my mom raised me as a single mother while working and putting herself through college at the same time. Watching her juggle all of that just to build a better life for us inspired me to chase my own education with that exact same grit. Soon after, my dad adopted me, and his unconditional love gave me the confidence to take big risks—like when my parents supported my decision to transfer from the Hamilton school district to Allentown High School for their engineering program. Moving to Allentown was a massive wake-up call because the academic rigor was a huge step up from Hamilton. The classes pushed me harder than ever, but stepping into those engineering labs changed my entire outlook. It taught me that failure isn't a dead end; it’s just the first step toward figuring out a better prototype. My desire to create affordable healthcare solutions truly solidified when I volunteered at the RISE Thrift Store and Food Pantry. Working there introduced me firsthand to people in our community who are genuinely struggling just to get by. Meeting individuals and families who had to make tough financial choices every day made me realize that if regular people struggle to afford basic necessities like food, they certainly cannot afford a multi-thousand-dollar medical device or prosthetic. It showed me that math and mechanics are meaningless unless you use them to fix real human problems. This fall, I am taking this drive to Rowan University for Biomedical Engineering, aiming for their five-year master's program. I want to use my education to give back by shaping a future where medical tech is a basic right, not a luxury. Backed by the grit my mom showed me, the support of my dad, and the perspective I gained at RISE, I am ready to embrace the grind and create real, accessible change.

My passion for science has never been just about memorizing formulas; it has been about a deliberate choice to pursue what fascinates me, even when the path was uncomfortable. My journey began with a major risk: I left the Hamilton School District to transfer to Allentown High School specifically to enroll in their Project Lead the Way (PLTW) engineering curriculum. What drew me to science was the ability to solve complex, real-world problems, a passion that has ultimately led me to pursue a major in Biomedical Engineering at Rowan University this fall. However, entering the PLTW program introduced me to a challenge I didn't anticipate in the textbook—the heavy stigma of being one of the only females in classrooms that were overwhelmingly male. In those early high school classes, the isolation was palpable. I frequently faced subtle biases and doubts about my capabilities simply because of my gender. To survive and thrive in that environment, I had to learn how to advocate for myself and find my voice. I realized that if I stayed quiet, I would let the stigma win. I forced myself to speak up, command respect during group lab work, and let the quality of my ideas speak for themselves. This experience transformed my view of science from an academic interest into a space where representation matters deeply. Beyond the classroom, I threw myself into mastering the material, spending my free time preparing for intense AP tests and researching biomedical innovations to prove that I belonged exactly where I was. Finding my voice inspired me to make sure other girls wouldn't have to struggle as hard to find theirs. As a Peer Leader at Allentown High School, I turned my personal challenges into a platform for advocacy. I actively mentored younger female students navigating the STEM curriculum, sharing my experiences and teaching them how to assert themselves in male-dominated spaces. By creating an informal support network, I helped these young women realize that their voices were essential to the scientific process. This advocacy work showed me firsthand the impact of communication; when you demystify STEM and provide a supportive community, you break down the intimidation barriers that keep brilliant minds out of the field. What is at stake if we do not actively champion science—and specifically diversity within it—is the loss of critical perspectives. In biomedical engineering, a lack of diverse voices means life-saving medical technologies might be designed without considering the entire population. When women and minorities are excluded from the lab, innovation stalls. My journey from Hamilton to Allentown High was about fighting for my right to be a scientist. As I take the next step to Rowan University, I am committed to using my education not just to develop medical breakthroughs, but to continue defending, communicating, and clearing the path for the next generation of women in STEM.

Science and engineering are improving lives across the globe every day, often in ways that people do not always see but constantly benefit from. From medical breakthroughs and renewable energy to communication technology and infrastructure, innovation is helping people live longer, healthier, and more connected lives. What inspires me most is that every advancement starts with someone identifying a problem and using knowledge, creativity, and persistence to solve it in a way that benefits others. One of the clearest examples of this impact is in healthcare. Biomedical engineering has led to the development of technologies such as robotic surgery systems, advanced prosthetics, medical imaging devices, and life-saving monitoring equipment. These innovations allow doctors to diagnose conditions earlier, perform more precise procedures, and help patients recover more effectively. For patients, this can mean regaining independence, living with less pain, or having access to treatments that were not possible in the past. Learning about these advancements has shown me how engineering is not just theoretical—it directly improves human lives. My interest in engineering has grown significantly through my education at Allentown High School, where I chose to leave my home district to take part in the Project Lead The Way engineering curriculum. Through classes such as Introduction to Engineering Design, Principles of Engineering, and Biomedical Innovation, I have been able to explore how engineers think and work. These courses have given me hands-on experience with designing solutions, working through challenges, and applying math and science concepts to real-world problems. I have learned that engineering requires both creativity and critical thinking, along with the ability to collaborate and revise ideas when something does not work the first time. These experiences have helped me understand that engineering is about more than building or designing—it is about improving lives. In my engineering classes, I have seen how even small design changes can make a product more efficient, safer, or more accessible. That process of continuous improvement reflects how science and engineering contribute to global progress. For example, renewable energy systems like solar panels and wind turbines are helping reduce environmental damage while meeting growing energy demands. Clean water technologies are improving health outcomes in communities that previously lacked access to safe drinking water. These innovations show how engineering can address some of the world’s most urgent challenges. Beyond the classroom, my community service experiences have also shaped my perspective. Through volunteering with organizations such as the Red Cross Club and helping at the RISE thrift store and food pantry, I have seen how important it is to support people in practical ways. These experiences have reinforced my belief that meaningful work is rooted in service to others, whether through direct volunteering or through long-term solutions created by science and engineering. In the future, I plan to continue my education in biomedical engineering at Rowan University. My goal is to contribute to the development of medical technologies that improve patient care and make healthcare more accessible and effective. Science and engineering are already transforming the world in powerful ways, and I hope to be part of that progress by helping create solutions that make life better for people everywhere.

My ultimate goal is to become a Biomedical Engineer who bridges the gap between high-level innovation and socioeconomic accessibility. My path began with a difficult but necessary choice: leaving my home district to attend Allentown High School to enroll in the Project Lead the Way program. I recognized that this curriculum was the essential foundation I needed to succeed in STEM. Since then, I have worked tirelessly to master a rigorous course load, including numerous honors-level engineering classes, AP Calculus, and AP Computer Science. Navigating these subjects as a woman in a male-dominated field has been a significant struggle; I have had to work twice as hard to find my voice and prove my technical capabilities in spaces where I am often a minority. However, these challenges only strengthened my resolve and shaped me into the leader I am today, serving as a Peer Leader and an active member of multiple honor societies. As I transition to Rowan University, my plan for success is defined by academic excellence and disciplined financial management. Even after receiving merit-based aid, I still face a remaining balance of $29,000 per year. This figure reflects the high costs associated with an engineering education, including a $2,000 investment in a specialized engineering laptop capable of running advanced software and an extra $3,000 annual fee to access essential engineering labs and facilities. My determination to bridge this gap is evidenced by my perseverance in applying to over 60 scholarships. This exhaustive search for funding demonstrates the same motivation and tenacity I apply to my studies; I am willing to put in the work required to ensure my success. My long-term financial strategy involves transitioning into a Resident Assistant (RA) position during my upperclassman years. By taking on the responsibility of managing a residence hall and supporting my peers, I plan to earn the benefit of free on-campus housing, which will significantly reduce my overall cost of attendance. This goal aligns perfectly with my work as a Peer Leader at Allentown High School. In that role, I have learned how to mentor underclassmen through academic and social transitions, helping them find their footing in a high-pressure environment. I plan to translate this experience into the RA role, fostering an inclusive community for my fellow students while maintaining my financial independence. A cornerstone of my professional preparation will be Rowan University's signature Engineering Clinics, which span all eight semesters of the undergraduate career. Each year features a different focus, transitioning from fundamental societal concepts to hands-on, team-based research and design projects for industry clients. These clinics will provide me with the practical experience necessary to excel in the field and will be instrumental in preparing me for future internships and careers. Specifically, I plan to leverage this training to secure high-level internships at industry leaders like Stryker and Johnson & Johnson, using the vocal confidence I developed in my engineering classes to advocate for my place in the medical device industry. My motivation for this journey is rooted in my service at the RISE Food Pantry; I am driven by the desire to ensure that medical technology is accessible to everyone. By combining the discipline of a Peer Leader, the grit of a STEM student, and a proactive financial plan, I am prepared to lead the next generation of inclusive healthcare innovation.

One lyric from Olivia Rodrigo’s song Making the Bed that resonates deeply with me is: “I got the things I wanted, it’s just not what I imagined.” While the song reflects on personal expectations versus reality, I connect it to my experience as a young woman pursuing STEM courses in high school—spaces I worked hard to enter, but often didn’t feel fully welcomed in. Throughout high school, I challenged myself academically by enrolling in advanced math and science classes. These were environments I chose intentionally, knowing they would push me and prepare me for a future in a competitive field. On paper, I had achieved exactly what I set out to do: I was sitting in classrooms where innovation, problem-solving, and critical thinking were at the center. However, the reality inside those classrooms often felt very different. In many of my STEM classes, I was one of only a few girls—sometimes the only one. I quickly became aware of how easily my voice could be overlooked. During group projects, I found that my ideas were often dismissed or spoken over, only to be acknowledged when repeated by someone else. In class discussions, I hesitated before raising my hand, knowing I might not be taken as seriously as my male peers. Over time, this created a quiet frustration: I had worked to earn my place in these spaces, yet I still felt like I had to prove that I belonged. At first, I internalized these experiences. I questioned whether I should speak up more assertively or if maybe my ideas weren’t as strong as I thought. But as I reflected, I began to recognize a broader pattern—one that extends far beyond a single classroom. Women in STEM fields have historically faced challenges in being heard, respected, and represented. Realizing this shifted my mindset. Instead of shrinking back, I made a conscious decision to take up space. That decision didn’t happen all at once. It started with small acts of confidence: contributing one more idea during a group discussion, asking questions even when I felt unsure, and standing by my reasoning when solving complex problems. Over time, those small actions grew into something more significant. I became more comfortable advocating for myself and ensuring my voice was part of the conversation. These experiences also shaped how I interact with others. In group settings, I make a deliberate effort to create space for everyone’s ideas, especially those who may be quieter or hesitant to speak. I’ve learned that leadership isn’t just about being heard—it’s about making sure others are heard too. By doing so, I hope to contribute to an environment where collaboration is truly inclusive. The lyric from “Making the Bed” continues to resonate with me because it captures the gap between expectation and reality—but it also reminds me of the power we have to shape our experiences. While my journey in STEM hasn’t always looked the way I imagined, it has strengthened my resilience, confidence, and determination. As I pursue higher education and a future in STEM, I carry these lessons with me. I am not just working toward personal success, but toward being part of a larger shift—one where women’s voices are valued equally, where representation continues to grow, and where the next generation of girls in STEM won’t have to question whether they belong.

Selflessness, to me, means consistently choosing to support others even when it is not required or convenient. It is about recognizing when someone needs help and stepping in without expecting recognition in return. Over time, I have learned that selflessness is not defined by one large action, but by repeated choices to invest time and energy into others. At Allentown High School, I have been fortunate to participate in several service-based roles that have shaped how I understand and practice selflessness, including my work at the RISE Food Pantry and Thrift Store, the American Red Cross Club, and as a Peer Leader. One of the most meaningful examples of my selflessness occurred when I served as a peer leader and was assigned to support a freshman who was struggling both socially and academically. When I first met her, she was quiet, withdrawn, and overwhelmed by the transition into high school. She was struggling in multiple classes, particularly math, and she had not yet formed friendships, which made her feel even more isolated. I made it a priority to support her not only as a student, but as someone adjusting to an entirely new environment. Academically, I began tutoring her in math regularly. We would meet during study periods and after school to go over assignments, review concepts she did not understand, and build her confidence step by step. Instead of rushing through material, I made sure she understood the “why” behind each problem. Over time, I saw her become more comfortable asking questions and more willing to attempt problems on her own without fear of failure. Watching her progress from frustration to confidence was one of the most rewarding experiences I have had. However, I also recognized that her challenges extended beyond academics. She was struggling socially, which was affecting her confidence in school overall. Because of my involvement in clubs and sports, I was able to help her feel more included in the school community. I introduced her to friends I had through the field hockey team, giving her a chance to meet new people in a welcoming environment. Eventually, she became involved with the team herself, which helped her build friendships and feel a stronger sense of belonging at school. Seeing her go from isolated to connected reinforced for me how powerful inclusion and support can be. This experience connected closely with my other responsibilities at RISE and Red Cross Club. In both of those spaces, I learned that helping others often requires patience, consistency, and empathy. Whether I was organizing donations for families in need or participating in Red Cross service projects, I was constantly reminded that selflessness is about showing up for others in meaningful, practical ways. The same mindset guided how I supported my peer mentee—I focused not just on what she needed academically, but on what she needed as a whole person. Through these experiences at Allentown High School, I have come to understand that selflessness is about being attentive to the needs of others and taking action to support them in both small and significant ways. My role as a peer leader taught me that even one supportive relationship can change a student’s entire experience. As I move forward, I hope to continue embodying this same sense of selflessness in college and beyond, always using my time, skills, and opportunities to lift others up the way I have been able to do for my peers.

I have chosen to pursue a degree in healthcare because I am drawn to fields that combine problem-solving, science, and service to others in a way that directly improves people’s lives. Over time, I realized that I am most motivated when I am working toward something that has a real and lasting impact on others’ well-being. Healthcare stood out to me because it is both deeply personal and constantly evolving, requiring innovation, compassion, and persistence all at once. That combination is exactly what led me toward biomedical engineering at Rowan University. My interest in healthcare grew as I began to understand how science and engineering can be used to solve real human problems. I am especially interested in biomedical engineering because it allows me to take a more hands-on role in improving medical technology and patient care. Instead of only studying health from a distance, I want to be part of creating solutions—whether that means designing better medical devices, improving diagnostic tools, or developing technologies that make care more accessible. I am motivated by the idea that thoughtful engineering can reduce suffering and improve the quality of life for patients in meaningful ways. Outside of academics, my experiences in service have also shaped my desire to enter healthcare-related fields. Working with my community's food pantry and participating in the Red Cross Club has shown me how important it is to support people during moments of vulnerability. These experiences taught me that small acts of service can make a real difference, and they strengthened my desire to pursue a career where I can continue helping others on a larger scale. They also taught me responsibility, empathy, and the importance of showing up for my community—qualities I believe are essential in healthcare. As a woman entering a STEM and healthcare-related field, I am also aware that I am stepping into a space where women have not always been equally represented, especially in engineering. Rather than seeing this as a limitation, I see it as an opportunity to contribute to change. I hope to make a positive impact not only through my technical work, but also through my presence, leadership, and persistence in the field. By being engaged, confident, and committed, I want to help challenge outdated assumptions about who belongs in healthcare and engineering spaces. In the future, I hope to use my education to contribute to more inclusive and patient-centered healthcare solutions. I want to be part of a field that considers diverse perspectives in design and decision-making, ensuring that medical technologies work for a wide range of patients and communities. I also hope to mentor and support other young women interested in STEM, just as I have been encouraged to pursue my goals. Ultimately, I chose healthcare because it allows me to combine my interest in science with my desire to help others. As a woman in this field, I hope to contribute not only through innovation, but also by helping to create a more inclusive and supportive environment for future generations.

Sustainability should be a priority in biomedical engineering because the goal of healthcare is not only to improve lives today, but to do so in a way that can be maintained for future generations. While medical innovation has led to life-saving devices and treatments, it has also contributed to growing environmental challenges, particularly through medical waste, energy consumption, and the constant turnover of equipment. As I pursue a degree in biomedical engineering at Rowan University, I want to be part of a future where advancing human health does not come at the expense of the environment, but instead supports it. Modern healthcare systems rely heavily on single-use plastics, disposable instruments, and complex devices that are often difficult to recycle. While these practices are sometimes necessary for safety and sterility, they also generate significant waste. Biomedical engineers are uniquely positioned to address this issue by rethinking how devices are designed, manufactured, and used. Sustainability in this field means creating solutions that are not only effective, but also efficient, durable, and environmentally responsible. In my future career, I hope to contribute to reducing environmental impact by focusing on the design of medical devices that balance performance with sustainability. This could include developing biodegradable materials for certain single-use products or improving the durability of devices so they do not need to be replaced as frequently. By extending the lifespan of medical technology, we can reduce both waste and the resources required for production. I am particularly interested in how innovative materials and design processes can make healthcare both more sustainable and more accessible. Sustainability in biomedical engineering also extends beyond environmental concerns to include accessibility and long-term impact. A truly sustainable healthcare solution is one that can reach a wide range of populations and be maintained over time. Through my work, I hope to help design affordable and efficient medical technologies that can be used in underserved communities, where access to healthcare resources may be limited. Creating devices that require fewer resources to operate and maintain can reduce environmental strain while also improving global health outcomes. My experiences with community service have shaped how I view sustainability. Working with my community's food pantry and participating in service initiatives has shown me the importance of resourcefulness and mindful distribution. These experiences have reinforced my belief that sustainability is not just about conserving materials, but about ensuring that resources are used in ways that maximize their impact. I plan to carry this mindset into my work as a biomedical engineer, approaching each challenge with both innovation and responsibility. Ultimately, sustainability should be a priority in biomedical engineering because the decisions made in this field affect not only individual patients, but entire communities and future generations. By designing with intention and considering the long-term effects of medical technology, biomedical engineers can play a critical role in reducing environmental impact while continuing to improve quality of life. In my future career, I hope to be part of that effort—creating solutions that are not only life-saving, but also sustainable, ensuring that progress in healthcare can continue without compromising the world we depend on.

I used to think that my biggest flaw was how much I talked, especially when it was about something no one else seemed to care about. Toward the end of middle school and into the beginning of high school, that thing was Pokémon. I brought my cards everywhere, from the bus to the lunch table, carefully organizing them and memorizing every detail I could. I knew which cards had the strongest attacks, which types were most effective against others, and how different strategies could change the outcome of a battle. What fascinated me, however, often annoyed everyone else. I didn’t just share my interest, I overexplained it. While I was excited, my classmates were not, and I quickly became known as “the girl who is obsessed with Pokémon.” Being in that transition period between middle school and high school, where fitting in suddenly felt more important than ever, made the experience even more uncomfortable. I began to associate my enthusiasm with embarrassment. Eventually, I stopped bringing my cards to school and made a conscious effort to talk less about the things I loved. I thought that by shrinking that part of myself, I would fit in more easily. For a while, it worked. I blended in better, but I also felt less like myself. What I didn’t realize at the time was that I wasn’t just hiding a hobby, I was suppressing a natural curiosity and passion for understanding things deeply. As I got older, that curiosity didn’t disappear; it just found new outlets. In my classes, especially in math and science, I noticed that I approached problems differently. I didn’t just want the answer; I wanted to know why the answer worked. I asked more questions, looked for patterns, and pushed myself to fully understand concepts rather than memorize them. The same tendency that once led me to memorize Pokémon stats now helped me break down complex equations and think critically about how systems function. Slowly, I began to see that what once made me feel awkward was actually a strength. This realization became even more important as I pursued engineering courses in high school. Being one of the only girls in those classes sometimes brought back that same feeling of standing out. But this time, instead of shrinking myself, I leaned into it. I spoke up, shared my ideas, and trusted my ability to think deeply and contribute meaningfully. I no longer saw my enthusiasm as something to hide, but as something that set me apart. Now, as I prepare to study biomedical engineering at Rowan University, I can see how that once “awkward” part of me has shaped the person I am becoming. Biomedical engineering requires more than just technical knowledge; it requires persistence, attention to detail, and a genuine curiosity about how things work and how they can be improved to help others. The same girl who once excitedly explained Pokémon battles is now driven to understand complex biological systems and develop solutions that can improve lives. Looking back, I no longer see my younger self as awkward. I see someone who was not to be passionate, even before she understood how to channel it. What I once viewed as a flaw has become one of my greatest strengths. Instead of trying to fit in by holding back, I have learned that growth comes from embracing what makes me different. And that difference is exactly what will allow me to succeed—not just in college, but in whatever challenges I choose to take on in the future.

Throughout my four years at Allentown High School, service has been the foundation of my growth—not only as a student, but as a leader. One of the most meaningful volunteering efforts I organized and participated in was my work with the RISE Food Pantry and Thrift Store. What began as a way to fulfill service hours quickly became a long-term commitment to supporting families in my community facing food insecurity and financial hardship. At RISE, I took on responsibilities that went beyond simple volunteering. I helped sort and stock donations, assisted families as they selected essential items, and worked behind the scenes to ensure the pantry ran efficiently. Over time, I recognized gaps in organization and accessibility, and I stepped into a leadership role by helping coordinate donation drives and improving inventory systems. Organizing these efforts required communication, planning, and teamwork—skills that transformed me from a participant into someone others relied on. Seeing the direct impact of our work, from stocked shelves to grateful families, reinforced the importance of consistent, compassionate service. In addition to my work at RISE, I was an active member of my school’s American Red Cross club. Through this organization, I contributed to blood drives, disaster preparedness initiatives, and fundraising efforts that supported communities beyond my own. Being part of the Red Cross club broadened my understanding of service on a larger scale. It showed me that leadership is not just about taking charge, but about mobilizing others toward a shared goal. Whether encouraging peers to donate blood or helping coordinate events, I learned how to inspire participation and create a sense of collective responsibility. My involvement in National Honor Society further expanded my opportunities to give back. One initiative that stood out was “Socks for Hope,” where we collected and distributed socks to individuals experiencing homelessness. While it may seem like a small item, socks are one of the most requested yet least donated necessities in shelters. Participating in this drive taught me that leadership through service often lies in recognizing overlooked needs and taking action to meet them. It also reminded me that even small contributions can have a meaningful impact when approached with intention and care. Through these experiences, I have come to understand that leadership through service is about more than holding a title—it is about commitment, empathy, and action. It requires listening to the needs of others, stepping forward when help is needed, and encouraging others to do the same. Service has taught me resilience, strengthened my communication skills, and deepened my connection to my community. As I look toward the future, I plan to attend Rowan University and pursue a degree in biomedical engineering. I hope to use this education to give back in a new way—by contributing to the development of medical technologies that improve quality of life and expand access to care. Whether designing more affordable devices, working with underserved populations, or participating in outreach programs, I intend to carry forward the same commitment to service that I developed at RISE and through my school organizations. My goal is to combine technical knowledge with compassion, ensuring that my work not only advances innovation but also directly benefits those who need it most. My experiences at Allentown High School, combined with my service at RISE, the Red Cross club, and National Honor Society, have shown me that true leadership is rooted in service—and that by giving back, we not only uplift our communities, but also grow into more compassionate and capable individuals.

There are teachers who explain material, and then there are teachers who change the way you see yourself. Mr. Tacket is the latter for me. I first met Mr. Tacket when I began the Project Lead The Way engineering courses at Allentown High School. This in itself was a difficult choice, as I choice to leave my home district to pursue a school that offered an engineering pathway. I stepped into a classroom filled almost entirely with boys, unsure of where I fit or whether I even belonged. From the start, I felt the difference. During group work, my ideas were often overlooked or talked over. When I did speak up, I second-guessed myself, wondering if I sounded confident enough or if I was even being taken seriously. Over time, I began to shrink back, choosing silence over the discomfort of being ignored. Mr. Tacket noticed what I tried to hide. He saw that I understood the material, that I had ideas worth sharing, even when I wasn’t voicing them. Instead of letting me fade into the background, he took the time to meet with me privately. Those conversations became a turning point. He didn’t just talk about engineering concepts; he talked about confidence, presence, and the reality of being a woman in a male-dominated field. He acknowledged the challenges without minimizing them, but more importantly, he refused to let those challenges define what I was capable of. He encouraged me to speak up, not by forcing me, but by helping me believe that my voice mattered. He would ask me questions he already knew I could answer, giving me space to practice expressing my thoughts. When I hesitated, he reminded me that knowledge means nothing if it stays unspoken. Slowly, I began to take risks—sharing an idea in a group, explaining my reasoning, correcting someone when I knew they were wrong. Each small moment built on the last. What made Mr. Tacket’s mentorship so impactful was that it extended beyond the classroom. He taught me that confidence isn’t something you either have or don’t—it’s something you build through action. He showed me that being the only girl in the room is not a disadvantage unless you allow it to silence you. Instead of trying to blend in, he encouraged me to stand out, to own my perspective, and to trust that I had earned my place. By the end of the course, I was no longer the student who stayed quiet in the corner. I was contributing, leading discussions, and advocating for my ideas. More importantly, I carried that confidence into other areas of my life. Whether in academic settings or everyday situations, I approach challenges differently now. I no longer wait for permission to be heard. Mr. Tacket didn’t just teach me engineering; he reshaped how I see myself and how I move through the world. Because of him, I understand that my voice has value—and that using it is not optional, but essential.

As I sat at my desk, crossed-legged on my furry teal butterfly chair, I stared out the window of our second story apartment and watched the cars speed down South Broad Street. I was in sixth grade, and in the throes of the pandemic. I listened to my science teacher drone on about various mundane topics, until finally she said something that caught my attention. “I want each of you to research a career in the STEM field and create a Google Slide presentation about the career you find most interesting.” For once, this assignment felt meaningful — a chance to explore a real-world question with purpose. I had grown tired of virtual classes and passive learning. I was eager to actually be given an assignment that had an end goal other than hitting “submit” in Google Classroom. Little did I know that this simple research project would set my life on a new trajectory, completely changing my outlook on not just school itself, but my future goals and career aspirations. I typed into Google “careers in the STEM field” and a daunting list of hundreds of jobs popped up. I scanned a brief summary of a few until one caught my attention: Biomedical Engineering. I read the first article, then dug deeper into the specifics of the field. Before I knew it, hours had gone by and I had gone down a rabbit hole of not only researching the job itself, but what colleges offered biomedical engineering as a major. I created my Google Slide presentation over the next few days and showed it to my parents announcing that “I knew what I wanted to be when I grew up.” For the most part, they humored me. They also told me that I would change my mind a dozen times before it was time to apply to college. As the years went by, my passion remained constant. I read books and articles on biomedical engineering. I researched famous female biomedical engineers. And toward the end of middle school, I told my parents that I did not want to attend my “home” high school. That particular school did not offer any courses in engineering. However, I began to look up private and public schools in my areas that did offer the opportunities that I wanted. During my research, I came across the School Choice Program in which Allentown High School participated in. They had an engineering academy that used the Project Lead the Way curriculum. I explained to my parents that I wanted to apply. They ultimately gave me their full support, but shared their concerns as well. I was making a choice to leave behind the kids that I had grown up with since kindergarten. I was choosing a school that had higher standards and more rigorous classes. I was choosing to leave behind “comfortable” for the unknown. What if I attended the school and was unable to make friends? What if I had trouble keeping up with the engineering and math requirements of the new school? Now, sitting at my desk, crossed-legged on my black rolling office chair, I stare out the window of our second story apartment and watch the cars speed down South Broad Street. I am going to graduate this year from Allentown High School and the Engineering Academy. I think about how I made new friends, kept up with rigorous coursework, and found my place in a school that once felt like a risk. Now, as I prepare to study biomedical engineering in college, I know that choice changed everything — and I’d make it again in a heartbeat.

My name is Kylie Simms, and my journey through education has been shaped by a series of intentional and challenging choices. While many students follow the path of least resistance, I have spent the last four years seeking rigorous opportunities that prepare me for a future rooted in service and innovation. As a senior at Allentown High School, I have balanced a demanding academic schedule with leadership roles and meaningful community involvement. My academic focus is rooted in the Project Lead the Way honors engineering curriculum. Before my freshman year, I made the difficult decision to leave my home school district—and my lifelong friends—to pursue this program. I understood that success in a competitive field like engineering requires more than standard coursework. Through Honors Engineering, AP Calculus, and AP Computer Science, I have developed strong problem-solving skills and learned to think critically and creatively. As one of the few girls in the program, I often found my ideas overlooked during group projects. While initially discouraging, this challenge pushed me to grow. I became more confident, learned to advocate for my ideas, and supported them with clear reasoning and data. I realized that being present was not enough—I had to make my voice heard. This experience strengthened both my technical abilities and my leadership skills. Outside the classroom, I have applied that leadership in school and community settings. As Captain of the Varsity Dance Team, I lead with discipline, accountability, and teamwork. I also serve as a Peer Leader, mentoring younger students as they navigate the challenges of high school. As a dedicated member of our high school’s Red Cross Club, I work alongside my peers to support our community through various service projects and humanitarian initiatives. My role involves helping to coordinate school blood drives, participating in local fundraisers, and collecting essential items for families in need. I also spend time learning about emergency preparedness and sharing that information with other students to help our campus stay ready for any situation. By focusing on simple acts of kindness and voluntary service, I am able to give back to my community while upholding the values of the Red Cross in a meaningful, hands-on way. My most meaningful community involvement has been with the RISE Thrift Store and Food Pantry. Through this work, I have helped organize donations, assist individuals accessing resources, and support efforts that provide essential items to families in need. This experience has deepened my understanding of the challenges others face and reinforced my commitment to service. After graduation, I plan to attend Rowan University to major in Biomedical Engineering. I aim to design medical technologies that improve patient outcomes and make healthcare more accessible, combining my passion for engineering with my desire to help others. If I were to start my own charity, its mission would be to empower young women to confidently pursue and lead in STEM fields. The organization would serve middle and high school girls by providing mentorship, technical skill-building, and leadership development. Volunteers—including college students and professionals—would lead hands-on workshops in coding and design, facilitate communication and leadership seminars, and offer one-on-one mentorship. Through this work, I hope to create a future where every young woman in STEM feels confident, capable, and empowered to lead.

Choosing my path for high school was a much more deliberate process than it is for most students. After researching my options, I decided to leave my home district to attend Allentown High School specifically for the Project Lead the Way engineering curriculum. Looking back, that choice was the starting point for both my academic focus and the person I’ve become today. It taught me that sometimes you have to leave your comfort zone to find the tools you need to build your future. The transition to Allentown was a challenge in itself. I had to navigate a completely new social landscape while diving into a very demanding honors program. One of the first things I noticed as I walked into my engineering classes was the lopsided demographic of the room. I was one of only a few girls in the entire engineering pathway. Early on, this created a dynamic that I hadn't fully anticipated. In group projects or lab sessions, I frequently found that my suggestions were overlooked or talked over by my male peers. It wasn't always a deliberate attempt to exclude me, but there was an underlying assumption that my voice carried less weight in a technical setting. At first, this made me second-guess myself, but I quickly realized that staying quiet wasn't going to help me or my team. I had to learn how to be more assertive. This meant coming to every lab prepared with data and being firm when presenting my ideas. I learned to back my points with the logic we were learning in AP Calculus and the structures I was studying in Honors Engineering. By refusing to be a silent partner, I eventually earned the respect of my classmates, and I became a go-to person for troubleshooting complex problems. This environment taught me that being an engineer isn't just about knowing the math; it’s about having the confidence to advocate for your own work and ensuring your perspective is represented. This focus on academic rigor has been a constant throughout my four years at Allentown. I’ve balanced the engineering curriculum with a heavy load of AP classes, including AP Computer Science, which taught me how to approach problems with a coder’s mindset. My dedication to these subjects led to my induction into several honor societies, including the National Honor Society, the English Honor Society, and the Science Honor Society. I also took on a leadership role as the Vice President of the Latin Honor Society. While these might seem like very different fields, I’ve found that they all overlap in important ways. The discipline required to translate Latin or analyze a text in an English seminar is the same discipline I use to debug a script or calculate the stress loads on a design. Outside of the lab and the classroom, the Varsity Dance Team has been my primary outlet and a huge part of my identity. I’ve been on the team for all four years, and being named Captain for my senior year was one of my proudest moments. Dance requires a high level of physical and mental discipline, but being a captain added a layer of responsibility that I really valued. I was responsible for managing a large group of people, coordinating practices, and keeping everyone motivated during long, exhausting competition seasons. It taught me how to lead a team with different personality types and how to stay calm when a routine wasn't going as planned. Leading a dance team is surprisingly similar to managing an engineering project; you have to keep everyone focused on the end goal while making sure every individual part of the performance is functioning correctly. I’ve tried to carry that same leadership energy into my roles as a Peer Leader and a member of the Red Cross Club. As a Peer Leader, I work with younger students to help them adjust to the pressures of high school. I often think back to how I felt as a freshman in the engineering lab, and I try to provide the kind of support and encouragement that helps them find their own footing. In the Red Cross Club, I’ve been involved in organizing blood drives and community service events, which has given me a chance to see how organized effort can have a direct impact on people's health and safety. My experiences at Allentown High School have directly shaped my plans for the future. This fall, I am heading to Rowan University to major in Biomedical Engineering. I chose this specific field because it represents the perfect intersection of everything I’ve been working toward. It combines the technical, hands-on engineering skills I’ve gained in the PLTW program with my desire to make a tangible difference in the world of healthcare. I want to use my degree to design and improve medical technologies and devices that can solve biological challenges. Whether it’s working on prosthetics, imaging technology, or new ways to deliver medicine, I want to be part of the process that turns a scientific theory into a life-saving reality. Ultimately, my education so far has given me a clear sense of direction and the confidence to follow it. The challenges I faced being one of the only girls in my program didn’t discourage me; they just made me more determined to succeed and more assertive in how I lead. I’m not just going to Rowan to get a degree; I’m going there to gain the expertise I need to help people. I plan to keep the same mindset I had when I first chose Allentown—working hard, speaking up for my ideas, and staying committed to my community. I am ready to take the next step and use my engineering background to contribute to a more innovative and supportive future for everyone.

For as long as I can remember, our family photos and holiday dinners have been defined by a noticeable absence: my father’s empty chair. Because he struggles with severe depression and anxiety, he often has to avoid family gatherings and social settings just to cope. For a long time, I didn't really have the words for why he wasn't there. I just felt the weight of his absence. But watching him deal with that quiet, internal battle has honestly changed everything about how I see the world and what I want to do with my life. Witnessing my dad's mental health journey taught me pretty early on that the hardest fights are the ones nobody else can see. His habit of withdrawing wasn't because he didn't care about us; it was just a symptom of a really heavy burden he was carrying. Realizing that was my first big lesson in "destigmatizing" mental health. I had to learn that it’s a health crisis, not a choice or a character flaw. It made me a way more observant person. Now, I don't just take people’s silence at face value. I try to look for what’s going on under the surface. This empathy is exactly why I’m a Peer Leader and a member of the Red Cross Club. At school, I’ve realized a lot of my classmates are fighting their own invisible battles. As a leader, I don't just hang out with the loudest or most active students; I try to look out for the ones on the outskirts, the ones who might find it hard to even show up. My dad's struggle taught me that "doing good" doesn't always have to be a huge gesture. Sometimes, it’s just about being a patient, non-judgmental friend. My history with mental health is also a huge reason why I’m heading into Biomedical Engineering at Rowan University. After spending my time in the engineering curriculum at Allentown High School, I realized I want to use those problem-solving skills to help people like my dad. I want to work on medical tech and innovations that can actually support the brain and help people whose chemistry makes "normal" life feel impossible. The Ethel Hayes Scholarship matters to me because I live these values every day. My dad’s struggle didn't break me—it gave me a sense of resilience and compassion I wouldn't have otherwise. By getting my degree and leading with empathy, I hope to help build a world where nobody has to face their invisible battles completely alone.

One of the most meaningful relationships in my life is the one I share with my boyfriend, Michael. We met during our freshman year at Allentown High School when we were both fourteen years old. By coincidence, we ended up having almost all of the same classes together that year. Seeing each other every day in class gave us the chance to get to know each other quickly, and what started as a friendship eventually grew into a relationship. Now, as seniors, we have been together throughout all four years of high school, and that experience has played a significant role in shaping who I am today. One of the most important parts of our relationship is the way we support each other’s interests and goals. Even though we are involved in different activities, we always make an effort to show up for one another. Michael plays ice hockey, and I enjoy attending his games to cheer him on. In the same way, he comes to my dance competitions to support me. Having someone who genuinely cares about the things that matter to you is incredibly encouraging. We celebrate each other’s accomplishments and motivate each other to keep working toward our goals. Another important part of our relationship is how family-oriented we both are. While we enjoy spending time together, we also value spending time with each other’s families. Over the years, our families have gotten to know each other well, and we often spend time together at family gatherings, dinners, and holidays. Being welcomed into each other’s families has strengthened our relationship and taught me how important it is to build connections with the people who matter most to those you care about. Michael and I have also shared many meaningful experiences together outside of school. One of my favorite memories was traveling to Disney with our classmates on a school trip, which was a really special experience to share. We have also taken family vacations together, which allowed us to spend even more time getting to know each other’s families. Another place we love visiting together is New York City. I enjoy going to Broadway shows, while Michael loves attending New York Rangers games, so we have been able to experience both together. These trips have created many memories and have allowed us to share the things we each enjoy with one another. Michael and I also share many of the same academic interests and future goals. We are both passionate about STEM and plan to pursue engineering in college. Michael plans to study aerospace engineering, while I will be studying biomedical engineering. Even though our relationship is important to both of us, we made the decision not to base our college choices on where the other person was applying. We both believed it was important to choose schools that were the best fit for our individual goals. As a result, Michael will be attending Rutgers University, while I will be attending Rowan University. Making that decision showed us that truly supporting someone means encouraging them to pursue the opportunities that are best for them. Our relationship is built on trust, independence, and mutual respect. Through my relationship with Michael, I have learned that strong connections are built on encouragement, understanding, and respecting each other’s goals. These lessons will continue to shape the way I build relationships as I move forward into college and the next stage of my life.

A life of service means using your time, abilities, and opportunities to help others and make a positive impact on your community. Throughout high school, I have tried to embody this idea by volunteering, taking on leadership roles, and supporting the people around me. These experiences have helped shape who I am and have shown me that service does not always have to be something big—sometimes it simply means showing up, helping where you can, and caring about the well-being of others. One of the most meaningful ways I have served my community is through volunteering at the RISE Food Pantry and Thrift Store. At RISE, I help organize clothing donations, stock shelves with food items, and keep the store organized so families can easily find what they need. Volunteering there has opened my eyes to the challenges some families in my community face. It reminded me that many people rely on organizations like RISE for basic necessities such as food and clothing. Seeing how grateful families are for these resources has made me realize how important community support systems are. It has also motivated me to continue volunteering and doing what I can to help others. I have also served my school community at Allentown High School through leadership roles that focus on supporting and encouraging other students. As a Peer Leader, I work to help create a welcoming and positive environment within the school. This role allows me to connect with other students, encourage them, and help make sure everyone feels included. Being able to support my peers and help others feel comfortable and valued at school has been a very rewarding experience. Another way I serve my school community is as captain of the varsity dance team. As captain, I help lead practices, motivate my teammates, and encourage a strong sense of teamwork. Leadership in this role means making sure everyone feels supported and confident while working together toward a common goal. Through this experience, I have learned how important encouragement and positive leadership are in helping others succeed. I am also involved in the Red Cross Club at Allentown High School, which focuses on humanitarian service and helping communities in need. Through this club, I have had the opportunity to participate in activities that raise awareness and promote service. Being involved in organizations that focus on helping others has reinforced my belief that service should be a lifelong commitment. In the future, I hope to continue living a life of service through both my education and my career. In the fall, I will be attending Rowan University to study biomedical engineering. I chose this field because it allows me to combine my passion for science, technology, engineering, and math with my desire to help people. Biomedical engineers work to develop medical technologies and devices that improve healthcare and patient outcomes. Through my education and future career, I hope to contribute to innovations that improve quality of life for patients and make healthcare more accessible. Whether that means helping design medical devices, improving treatment technologies, or supporting advancements in healthcare, I want my work to have a meaningful impact on others. Ultimately, service is about using your abilities to help people and improve the world around you. By continuing to volunteer, lead, and pursue a career that focuses on helping others, I hope to carry the values of service with me throughout my life.

Mathematics has always been more than just a subject for me—it is a tool that shapes how I think, make decisions, and solve problems. Knowing math helps people in countless ways, from navigating everyday tasks to pursuing careers that improve the world. For me, math has not only been a way to challenge myself academically but also a skill that empowers me to achieve my goals. Throughout high school, I have taken advanced courses like AP Calculus, AP Computer Science, and Honors Engineering, which required strong math skills and logical thinking. These classes challenged me to think critically, solve complex problems, and apply formulas and theories to real-world situations. I am proud to say that my dedication to these courses has allowed me to maintain a 3.6 unweighted GPA, demonstrating how consistent effort in math has supported my overall academic success. Additionally, participating in engineering projects through Project Lead the Way gave me hands-on experience using math to design, measure, and test solutions, reinforcing how math is essential in creating functional and innovative designs. Math is not only important in academics—it also helps people in everyday life. Budgeting, measuring, and planning all rely on math skills. Even estimating travel times or calculating ingredients for recipes requires numerical reasoning. Math equips people to make informed decisions, avoid mistakes, and solve problems efficiently. Furthermore, math is essential in careers that impact communities. Engineers, scientists, and medical professionals use math to analyze data, design solutions, and predict outcomes. As someone who plans to study biomedical engineering at Rowan University, I know that my math skills will allow me to develop medical devices and technologies that improve the lives of others, particularly in underserved communities. Ultimately, knowing math empowers people to think critically, make smart decisions, and contribute meaningfully to society. My achievements in math have strengthened my confidence, prepared me for advanced coursework, and inspired me to pursue a career that combines technical knowledge with service to others. Math is more than numbers—it is a way to solve problems, innovate, and positively impact the world.

I chose to pursue a career in STEM because I have always enjoyed subjects that challenge me to think critically and solve problems. Math and science have always been some of my favorite classes, and over time I realized that they could also be used to make a real difference in people’s lives. As I explored STEM opportunities in high school, I became especially interested in engineering because it combines creativity, innovation, and problem-solving to develop solutions for real-world challenges. When I entered high school, I made the decision to attend Allentown High School so that I could participate in their Project Lead the Way engineering program. Through these courses, I was introduced to the engineering design process and worked on hands-on projects that required teamwork, creativity, and analytical thinking. These experiences helped me see how engineering can be used to solve problems and improve the world around us. They also helped me realize that I wanted to pursue a career where I could use science and technology to help others. One challenge I experienced while taking engineering classes was working in groups where I was often the only girl. In one of my engineering projects, I was placed in a group with all boys. At first, I felt intimidated and sometimes found it difficult to speak up or share my ideas. I worried that my suggestions might not be taken seriously. However, as the project continued, I realized that the only way to overcome that feeling was to contribute confidently and trust in my abilities. I began sharing my ideas more often and actively participating in the design process. Over time, my teammates began to respect my input, and I gained more confidence in my skills. This experience showed me that even when something feels uncomfortable at first, it can help you grow stronger and more confident. That experience also made me realize how important it is for more women to pursue careers in STEM. Engineering is still a field where women are underrepresented, and sometimes that can make young women feel like they do not belong. I want to help change that perception by continuing to pursue my goals and showing that women can succeed in these fields. This interest in engineering has led me to pursue biomedical engineering. In the fall, I will be attending Rowan University to study biomedical engineering because I want to combine my passion for STEM with my desire to help people. Biomedical engineers work on developing medical technologies, devices, and systems that improve healthcare and help people live healthier lives. The idea that engineering can be used to design life-saving technologies is something that truly inspires me. In the future, I hope to use my education to develop medical technologies that can improve patient care and make healthcare more accessible. I also hope to inspire younger girls to pursue their interests in science and engineering by showing them that they are capable of succeeding in these fields. Ultimately, pursuing STEM allows me to combine my love for problem-solving with my goal of helping others. By continuing my education and building a career in biomedical engineering, I hope to contribute to innovations that improve people’s lives while also encouraging more women to pursue opportunities in STEM.

Calculus is an important subject in the STEM field because it helps people understand how things change and how different systems work. Even though it can be a challenging class, calculus gives students the tools to solve complex problems and apply math to real-world situations. Through my experience taking AP Calculus in high school, I have learned that calculus is not just about solving difficult equations—it is about learning how to think critically and apply math to science, engineering, and technology. At Allentown High School, I decided to challenge myself by enrolling in AP Calculus because I knew it would help prepare me for my future in engineering. At first, the class felt intimidating because it was different from other math classes I had taken. Instead of just solving equations, calculus focuses on understanding how things change over time. We learned concepts like derivatives, which measure rates of change, and integrals, which help calculate totals such as area or accumulation. Even though these topics were difficult at first, working through them helped me develop stronger problem-solving and analytical skills. As I continued learning calculus, I started to see how important it is in STEM fields. Engineers, scientists, and researchers rely on calculus to design systems, analyze data, and predict how things will behave. For example, derivatives can be used to study motion, speed, and acceleration, while integrals help measure quantities like volume or total change. Understanding these concepts helped me realize that calculus is a powerful tool that allows people in STEM to solve real problems and create new innovations. Taking AP Calculus also taught me persistence and patience. Many of the problems were challenging and required multiple steps to solve. There were times when I had to work through mistakes and try different approaches before finding the right solution. This experience helped me become more confident in tackling difficult problems, which is an important skill for anyone pursuing a career in STEM. My experience with calculus has been especially valuable as I prepare for my future. In the fall, I will be attending Rowan University to study biomedical engineering. This field focuses on developing medical technologies and devices that can improve healthcare and help people live healthier lives. Calculus plays an important role in biomedical engineering because engineers use it to understand biological systems, design medical equipment, and analyze how treatments affect the human body. Overall, calculus is important in STEM because it helps people understand complex systems and find solutions to real-world problems. Taking AP Calculus at Allentown High School challenged me, but it also helped prepare me for the next step in my education. It strengthened my problem-solving skills and showed me how math can be used to make meaningful advancements in science, technology, and healthcare.

Growing up for the first six years in a single-parent household has shaped me in profound ways. My mother was a junior in college when she became pregnant with me. Instead of supporting her, my mother's family kicked her out, and she moved in with a friend while navigating the challenges of raising a newborn. My biological father left when I was just four months old, leaving my mother to face these struggles alone. Despite everything, she finished her degree while caring for me and working part time. She was determined to give me the best possible start in life. When I was six years old, my father—who would later become my adoptive father—stepped into my life and took on the responsibilities of raising a child. Watching both of my parents’ dedication has taught me the meaning of sacrifice, resilience, and love. My mother’s perseverance and my father’s willingness to embrace parenthood showed me that family is defined not by circumstance, but by care, commitment, and effort. These values became especially important as I approached high school. I realized I wanted more opportunities to explore my interests in science and engineering, so going into my freshman year, I made the decision to leave my home school district and attend Allentown High School to enroll in their Project Lead the Way engineering curriculum. This choice meant stepping out of my comfort zone, leaving friends I had grown up with, and entering a school with more rigorous academics. My parents gave me their full support, helping me fill out the applications, gather the required paperwork, and navigate the transition. Their guidance and encouragement gave me the confidence to take this risk, which has ultimately shaped my academic path and personal growth. At Allentown, I embraced the challenging coursework in engineering, AP Calculus, and AP Computer Science, which solidified my passion for problem-solving and innovation. These experiences, combined with my leadership and volunteer work, inspired me to plan for a career in biomedical engineering at Rowan University, where I hope to develop medical technologies that improve people’s lives. This would not have been possible without the infinite love and support of my parents. My upbringing has shown me that adversity does not define you—it prepares you to lift others up. By pursuing my dreams, I hope to honor my mother’s sacrifices and my father’s commitment, while dedicating my life to helping others overcome challenges. Leaving my home school district, navigating a rigorous curriculum, and pursuing biomedical engineering are all steps toward using my experiences and education to positively impact the world, just as my parents have impacted my life.

One issue I have become more aware of in my community is food insecurity and the lack of access to affordable necessities. While many people assume that everyone has reliable access to food and clothing, my experience volunteering at the RISE Food Pantry and Thrift Store showed me that this is not always the case. Many families depend on organizations like RISE for support, and I wanted to help contribute in a meaningful way. I became involved with RISE to give back to my community, but the experience quickly became more impactful than I expected. At the thrift store and food pantry, I help organize donations, sort clothing, and stock food items. These tasks help ensure the pantry and store run efficiently so families can access the resources they need. What motivated me most was seeing how grateful people were for the support they received. Many families rely on RISE not only for food but also for affordable clothing and household items. Witnessing this made me realize how important community organizations are and inspired me to continue volunteering. So far, I have contributed by consistently volunteering and helping keep the store and pantry organized so that resources are accessible for those who need them. In the future, I hope to expand my efforts by encouraging more students to volunteer and support organizations like RISE. As I attend Rowan University to study biomedical engineering, I also plan to continue participating in community service and finding ways to give back to my community.

I believe I should be considered for this scholarship because I have consistently worked hard to challenge myself academically while staying actively involved in my school and community. Throughout high school, I have taken rigorous courses, participated in leadership roles, and dedicated time to volunteering. These experiences have shaped who I am today and have helped prepare me for my future goal of becoming a biomedical engineer. Academically, I have always pushed myself to take challenging classes that support my interests in math, science, and engineering. At Allentown High School, I have been part of the Project Lead The Way engineering program, where I have taken multiple engineering courses that introduced me to the engineering design process and real-world problem solving. These classes have allowed me to work on hands-on projects where I had to think creatively, collaborate with classmates, and find solutions to real challenges. Through these experiences, I developed a deeper understanding of engineering and discovered how much I enjoy designing solutions that can improve people’s lives. In addition to my engineering courses, I have taken advanced academic classes such as AP Computer Science and AP Calculus. These classes strengthened my problem-solving abilities and helped me build the technical skills that will be important for my future studies. Because of my dedication to my education, I have maintained a strong GPA and earned Honor Roll recognition throughout high school. I take pride in challenging myself academically and working hard to achieve my goals. Outside of the classroom, I have been very involved in extracurricular activities that helped me develop leadership, teamwork, and communication skills. One of my most meaningful leadership roles is serving as the captain of the varsity dance team. As captain, I help motivate my teammates, lead practices, and create a supportive and positive environment for everyone on the team. Dance has taught me discipline, commitment, and the importance of working together to achieve a common goal. Being able to lead my team has been one of the most rewarding experiences of my high school career. I am also involved in several honor societies, including National Honor Society, Science Honor Society, and English Honor Society. In addition, I serve as the Vice President of Latin Honor Society, where I help organize meetings and activities for members. These organizations represent my commitment to academic excellence and leadership, and they have allowed me to connect with other students who share similar goals and values. Community service has also played an important role in my life. I volunteer at the RISE thrift store and food pantry, where I help organize donations, assist customers, and support families in need within my community. This experience has helped me see how important it is to give back and support others whenever possible. I am also involved in my school’s Red Cross Club, which focuses on humanitarian service and helping communities during times of need. In addition, I serve as a Peer Leader at my school. In this role, I help create a welcoming and supportive environment for students. Peer leadership has taught me the importance of encouraging others, listening, and helping people feel like they belong. These experiences have helped me grow not only as a leader but also as a person who understands the value of supporting others. One of the most significant decisions I made during my education was choosing to attend Allentown High School through the school choice program so that I could participate in their engineering opportunities. This decision meant leaving behind the friends I grew up with and stepping into a more challenging and unfamiliar environment. Although it was difficult at first, it helped me grow both academically and personally. I learned how to adapt, make new friendships, and push myself in a more rigorous academic setting. Looking back, it was one of the best decisions I could have made for my future. In the fall, I plan to attend Rowan University to study biomedical engineering. I chose this field because I want to combine my love of engineering and science with my desire to help people. Biomedical engineering focuses on designing medical technologies that can improve patient care, develop better treatments, and solve healthcare challenges. My goal is to contribute to innovations that improve people’s quality of life. In the future, I also hope to inspire more young women to pursue careers in STEM fields. Engineering is still a field where women are underrepresented, and I want to help change that by being a role model and encouraging others to follow their interests in science and technology. Receiving this scholarship would greatly support my ability to pursue my education and continue working toward my goals. I am committed to using my education, leadership, and passion for service to make a positive impact on the world.

Making a positive impact on the world is something I think about a lot as I prepare to start college. The experiences I’ve had in high school have helped shape my values, but what excites me most is thinking about how I will continue helping others in the future through community service and my career in biomedical engineering. In high school, I had several opportunities that showed me how important it is to support the people around us. One of the most meaningful experiences for me was volunteering at the RISE thrift store and food pantry. Being there allowed me to see how a community can come together to support families who are going through difficult times. Even small acts of service can make a big difference. I was also involved in Peer Leadership, where I helped create a welcoming and positive environment for other students. Through the Red Cross Club, I became more interested in humanitarian service and the importance of helping people during times of need. In addition, serving as captain of the Allentown High School dance team taught me a lot about leadership. I learned how to motivate others, stay organized, and support my teammates so we could succeed together. While these experiences were important to me, I see them as just the beginning. In college, I plan to continue volunteering and getting involved in organizations that focus on helping others. I hope to participate in service programs that support underserved communities, whether that means volunteering at food banks, helping with community health programs, or joining campus organizations focused on service. At the same time, I want to make a bigger impact through my future career in biomedical engineering. I have always loved math and science, but what motivates me most is knowing that engineering can directly improve people’s lives. Biomedical engineering combines my academic interests with my desire to help others in a meaningful way. In the future, I hope to help design medical devices or technologies that improve healthcare and give patients better treatment options. Many people around the world still lack access to effective medical technology, and I would love to contribute to innovations that make healthcare more accessible and effective. I also hope to inspire younger students, especially girls, to pursue careers in STEM. Representation and encouragement can make a huge difference for students who may not see themselves in those fields yet. Overall, my goal is to use both service and innovation to help others. By continuing to volunteer and pursuing a career dedicated to improving healthcare, I hope to make a lasting and positive impact on the world.

Faith has always been an important part of my life and continues to guide the way I approach my academics, goals, and relationships with others. Growing up, my family emphasized the importance of faith, service, and perseverance. Attending Mass every week at Saint Raphael’s Church has helped me strengthen my relationship with God and take time to reflect on my values and the direction I want my life to take. Through my faith, I have learned the importance of compassion, humility, and using the gifts I have been given to help others. I was also very proud to complete all of my sacraments, as each one marked an important milestone in my spiritual journey and strengthened my commitment to living according to my faith. My faith has had a strong influence on my academic journey. When I decided to leave my home district to attend Allentown High School through the school choice program, it was both exciting and intimidating. I had to step out of my comfort zone, leave friends I had known since kindergarten, and adapt to a more rigorous academic environment. During times when I felt overwhelmed, prayer and reflection helped me stay focused and trust that the challenges I was facing would help me grow. This mindset helped me persevere through demanding courses such as AP Calculus, AP Computer Science, and Project Lead the Way engineering classes while maintaining a strong academic record. Faith has also inspired me to serve my community and support others. I volunteer with the Red Cross Club and at the RISE Food Pantry and Thrift Store, where I help organize donations and assist community members who need support. These experiences remind me that even small acts of kindness can have a meaningful impact. As vice president of the Latin Honor Society, a peer leader, and captain of the varsity dance team, I try to lead by example by encouraging others, building teamwork, and creating an environment where people feel included and valued. In addition to my faith, my family and teachers have played a major role in pushing me to pursue higher education. My parents have always encouraged me to work hard and take advantage of opportunities that will help me grow. They supported my decision to attend Allentown High School and pursue the Project Lead the Way engineering program, even though it meant taking on more challenging coursework. My teachers have also inspired me by recognizing my potential and encouraging my interest in science and engineering. Because of these influences, I plan to attend Rowan University to study biomedical engineering. My goal is to design medical technologies that improve quality of life and increase accessibility for people who need them most. I want my career to reflect both my passion for innovation and my commitment to helping others. Ultimately, my faith reminds me that my education is not only about personal success, but about using my knowledge and talents to make a positive difference in the world.

Throughout my life, I have always been drawn to solving problems, especially when they affect people’s well-being. One project that stands out is a personal initiative I began in my Principles of Engineering class at Allentown High School. Our assignment was to design a mechanical device to perform a specific task, and I chose to focus on creating a compact, easy-to-use assistive device for people with limited hand mobility. I noticed that my grandmother and several family friends struggled with opening jars and bottles, which made simple tasks frustrating and sometimes unsafe. I wanted to design a solution that would empower them to maintain independence. My plan began with research. I studied existing assistive devices and analyzed why some were difficult to use or too expensive. I then sketched multiple prototypes and used Project Lead the Way principles to design a small mechanical grip that could open containers with minimal effort. I created a model using simple materials available in the classroom, tested it with family members, and collected feedback to improve the design. The final prototype was lightweight, adjustable, and required minimal hand strength. Seeing my family members successfully use it was incredibly rewarding, and it reinforced my belief that engineering can directly improve lives. If I had unlimited resources and funding, I would take this idea even further. I would hire a team of engineers, designers, and physical therapists to create a fully functional, affordable assistive device that could be produced on a larger scale. The device would use ergonomic materials, adjustable grips, and a small motor to assist with opening jars, bottles, and other common household items. I would conduct extensive testing with people of varying ages and abilities to ensure safety, comfort, and effectiveness. Additionally, I would partner with community organizations and healthcare providers to distribute the devices to seniors and people with disabilities who might not be able to afford them otherwise. I would also create instructional videos and workshops to teach proper use and maintenance. This project taught me how to combine creativity, problem-solving, and empathy in engineering. It was not just about designing a device—it was about understanding a real human need and using technical skills to meet that need. It also reinforced my long-term goal of pursuing biomedical engineering at Rowan University, where I hope to develop innovative technologies that improve accessibility, health, and quality of life for underserved communities. Engineering, at its best, is about solving meaningful problems for real people. By designing this assistive device and imagining how I could scale it with sufficient resources, I have learned that careful research, iterative testing, and empathy are just as important as technical skill. With the right tools and support, I believe engineers can create solutions that truly make a difference in the world.

My relationship with Jesus has been the foundation of who I am and how I approach life. Attending Mass every week at Saint Raphael’s Church has given me time to reflect, recharge, and focus on the values that matter most—compassion, integrity, and service. Completing all of my sacraments has been a source of pride for me, and they remind me of the commitment I have made to live according to Jesus’ teachings. These milestones have strengthened my faith and shaped the way I approach challenges, relationships, and opportunities to serve. Faith has inspired me to serve my community in meaningful ways. Volunteering at the Rise Food Pantry and Thrift Store and with the Red Cross Club, I have seen how small actions—organizing donations, helping distribute food and clothing, or simply listening to someone—can have a big impact on people’s lives. These experiences taught me to approach every interaction with empathy and kindness, remembering that everyone deserves respect and support. My leadership roles as vice president of the Latin Honor Society, peer leader, and captain of the varsity dance team have given me opportunities to make people feel included and valued. I try to lead in ways that reflect Christ’s example—encouraging teamwork, listening carefully, and helping others grow. Faith has also guided me through personal challenges. Choosing to leave my home school to attend Allentown High School for the Project Lead the Way engineering program was intimidating. I had to leave longtime friends and adapt to a more rigorous academic environment. At first, I worried about fitting in and keeping up. Prayer and reflection at Saint Raphael’s reminded me to trust God’s plan, step out of my comfort zone, and embrace challenges as opportunities for growth. That mindset helped me persevere in AP Calculus, AP Computer Science, and advanced engineering courses while remaining active in leadership, dance, and volunteer work. Looking ahead, I plan to study biomedical engineering at Rowan University and use my skills to create technologies that improve people’s lives, especially for underserved communities. I want to design medical devices that are accessible, inclusive, and make a real difference. My faith will guide me to approach engineering with ethics, compassion, and service, keeping the people I hope to help at the center of my work. Ultimately, my relationship with Jesus inspires me to use my education, leadership, and service to positively impact the world. Weekly Mass at Saint Raphael’s and completing my sacraments have reminded me to act with love, integrity, and purpose. By combining faith, service, and innovation, I hope to create lasting, meaningful change for my community and beyond, while showing others how faith can guide both action and ambition.

The movie that has had the greatest impact on my life is The Boy in the Striped Pajamas. I first watched it in middle school, and it left a deep and lasting impression because of its powerful story about innocence, empathy, and the consequences of prejudice. The film tells the story of Bruno, an eight-year-old boy whose father is a Nazi officer, and his unlikely friendship with Shmuel, a Jewish boy imprisoned in a concentration camp. Their friendship develops across a fence, representing both a literal and symbolic barrier between their worlds. What affected me most was how the story explored the human cost of hatred and ignorance through the eyes of children. Bruno is naive and curious, approaching Shmuel without judgment or fear, simply seeking a friend. Despite the societal and familial pressures surrounding him, Bruno sees Shmuel as a human being first, not as a label or stereotype. This reminded me how easy it is to accept injustice when it is normalized and how crucial it is to question unfair systems and speak up, even when it is uncomfortable. The movie taught me that empathy—simply understanding and valuing another person—can have a powerful impact, even when circumstances are complicated or frightening. This lesson has influenced the way I approach my relationships and my future career. I strive to treat others with kindness and fairness, recognizing the value in perspectives that are different from my own. As a peer leader at Allentown High School, I support classmates navigating a challenging academic environment, encouraging them to share their voices and feel included. Leading the varsity dance team has shown me how to foster collaboration and creativity while ensuring every team member feels heard and empowered. My volunteer work with the Red Cross Club and at the Rise Food Pantry and Thrift Store allows me to create welcoming, supportive environments where community members feel respected and valued, regardless of background. The Boy in the Striped Pajamas also strengthened my desire to pursue a career that allows me to make a tangible difference in people’s lives. I plan to study biomedical engineering at Rowan University, focusing on designing medical devices and technologies that improve the quality of life for underserved and vulnerable populations. Just as the movie reminded me of the importance of empathy in human relationships, I hope to carry that same compassion into my engineering work, ensuring that the solutions I create are accessible, inclusive, and designed to meet real human needs. Ultimately, the movie taught me that small acts of empathy and courage can make a significant difference, even in the face of systemic injustice. By combining leadership, service, and a commitment to helping others through engineering, I hope to leave a positive impact on the world—building not just devices, but communities where people feel supported, valued, and empowered. The Boy in the Striped Pajamas showed me that choosing compassion and connection over conformity or silence is one of the most important ways to make a difference in the lives of others.

I am a high school senior with a passion for science, engineering, and leadership. Growing up, I have always been curious about how technology can solve real-world problems, but it wasn’t until I began taking Project Lead the Way courses at Allentown High School that I discovered my true passion for engineering. Classes like Principles of Engineering, Honors Engineering, AP Computer Science, and AP Calculus gave me hands-on experience designing, prototyping, and testing solutions to complex problems. These experiences taught me that engineering is not just about calculations—it is about using creativity, collaboration, and critical thinking to make meaningful improvements in people’s lives. Alongside my academic pursuits, I have sought opportunities to lead and serve my community. As vice president of the Latin Honor Society, I helped organize service projects and mentor younger students, encouraging them to take on leadership roles. Leading the varsity dance team taught me how to inspire and guide a group while fostering collaboration and creativity. As a peer leader, I supported classmates as they adjusted to a rigorous academic environment, helping them navigate both academic and social challenges. Volunteering with the Red Cross Club and at the Rise Food Pantry and Thrift Store allowed me to assist families in need while creating a welcoming, supportive environment for both volunteers and community members. These experiences taught me that leadership and service are about listening, encouraging, and creating opportunities for others to succeed. One adversity I faced was choosing to leave my home school to attend Allentown High School for the Project Lead the Way program. I had to leave behind longtime friends and enter a more challenging academic environment, which felt intimidating at first. I worried about making new friends and keeping up with rigorous coursework. Over time, I overcame these challenges by embracing the new environment, joining clubs, building relationships with classmates, and leaning on mentors and teachers for guidance. This experience taught me resilience, adaptability, and the importance of stepping outside my comfort zone to pursue my goals. Looking ahead, I plan to attend Rowan University to study biomedical engineering, focusing on designing medical devices and technologies that improve the lives of underserved communities. I want to create solutions that are accessible, inclusive, and equitable, from prosthetics to diagnostic tools. I also hope to mentor and encourage other young women to pursue STEM, showing that creativity, leadership, and technical skill can combine to make a real difference. Ultimately, I hope to use my education, skills, and leadership experience to solve real-world problems, improve health outcomes, and empower communities. By combining innovation, service, and advocacy, I aim to leave a meaningful, lasting impact on the world through biomedical engineering.

“Boldly, Unapologetically Me” Growing up, I often found myself in classrooms where I was one of the few girls, especially in advanced math and engineering courses. In my Principles of Engineering class at Allentown High School during sophomore year, most of my classmates were boys. There was an unspoken expectation that girls might not be as interested in or capable of hands-on engineering projects. At first, I felt pressure to blend in and stay quiet, even when I had ideas I wanted to share. One day, our team was working on a mechanical arm project, and I noticed a design flaw that would limit its range of motion. I hesitated to speak up, fearing my suggestion might be dismissed. But I realized that staying silent would compromise the project and deny my own voice. I decided to boldly share my idea, explaining my reasoning and suggesting a modification. After discussion, my teammates implemented my solution, and the arm performed better than before. I had proven to myself that I could contribute meaningfully without conforming to stereotypes. This experience taught me that being true to myself sometimes means standing out, taking risks, and trusting my knowledge, even when I feel outnumbered. Since then, I have actively mentored younger students in STEM, led workshops, and shared my experiences as a female student in male-dominated classes. Choosing to be unapologetically myself has shaped who I am—not just as a student, but as a leader and aspiring biomedical engineer. The greatest impact comes from boldly contributing your unique perspective. By embracing my passions, voice, and skills, I hope to inspire other girls to pursue STEM, lead with confidence, and make meaningful change in their communities. ------------------------------------------------------------------------------------------------ “Creating Connection” Creating connection has always been important to me, whether in school, extracurriculars, or volunteering. I strive to make my community more inclusive by fostering teamwork, encouraging participation, and ensuring everyone feels valued. As a peer leader at Allentown High School, I helped new students adjust to a rigorous academic environment. I checked in with them, introduced them to clubs and activities, and encouraged them to engage with peers, helping them feel welcomed and supported. Seeing them grow more confident reminded me how much small gestures can create belonging. I have also promoted inclusion through my leadership roles. As vice president of the Latin Honor Society, I encouraged members to participate in service projects and leadership activities, making sure all voices were heard. Serving as captain of the varsity dance team taught me to listen to every team member’s ideas, support their creativity, and foster collaboration, so that every dancer felt empowered and included. Volunteering with the Red Cross Club and at the Rise Food Pantry and Thrift Store reinforced the importance of connection. I helped organize and distribute food and clothing to families in need while working alongside other volunteers to create a smooth, welcoming environment. These experiences showed me how empathy, teamwork, and intentional action can make people feel seen, supported, and part of a community. Looking ahead, I hope to continue creating connection through my career in biomedical engineering, designing medical technologies that are accessible and inclusive, while mentoring young women in STEM. Through leadership, service, and innovation, I aim to build communities—both locally and in STEM—where everyone feels valued and empowered to make a difference.

I am a high school senior passionate about science, engineering, and leadership. From a young age, I have been curious about how things work and how technology can be used to solve real-world problems. However, it wasn’t until I began taking Project Lead the Way courses at Allentown High School that I truly discovered my passion for engineering. Through classes like Principles of Engineering, Honors Engineering, AP Computer Science, and AP Calculus, I gained hands-on experience in designing and prototyping solutions, collaborating with teammates, and applying critical thinking to solve complex problems. These experiences taught me that engineering is not just about formulas or calculations—it is about creating meaningful solutions that improve people’s lives. They also showed me the importance of creativity, teamwork, and persistence in turning an idea into a real-world solution. Alongside my academic pursuits, I have sought opportunities to lead and serve my community. As vice president of the Latin Honor Society, I helped plan service projects and mentor younger students, encouraging them to get involved and take leadership roles. Serving as captain of the varsity dance team taught me how to inspire a group, foster teamwork, and balance discipline with creativity. As a peer leader, I supported classmates as they adjusted to the demands of a rigorous school environment, helping them navigate both academic and social challenges. Volunteering at the Red Cross Club and Rise Food Pantry and Thrift Store allowed me to assist families in need by organizing resources, distributing food and clothing, and providing guidance to ensure community members had access to essential support. These leadership experiences taught me that impact comes not just from achieving personal success but from lifting others up, motivating them, and creating opportunities for positive change. Looking ahead, I plan to attend Rowan University to study biomedical engineering, a field that combines my love of problem-solving with my desire to help others. I hope to design medical devices and technologies that improve patients’ quality of life, particularly for underserved communities who often face barriers to healthcare. Whether developing prosthetics, assistive devices, or diagnostic tools, I want my work to have a tangible, lasting impact on individuals and communities. I also plan to use my experiences as a female student in STEM to mentor and inspire other young women to pursue science and engineering. I want to show that creativity, leadership, and technical skill can work together to make a meaningful difference. Ultimately, my goal is to use my education, leadership experience, and passion for service to solve real-world problems, improve health outcomes, and empower others. Through biomedical engineering, I hope to leave a lasting impact by creating solutions that are effective, inclusive, and equitable, while inspiring the next generation of engineers to combine technical innovation with service and advocacy.

I have made an impact on my community through leadership by taking on roles that allow me to organize, motivate, and support others. As vice president of the Latin Honor Society, I helped plan and implement service projects that encouraged classmates to give back, while also mentoring younger students to take on leadership roles themselves. Leading the varsity dance team taught me how to guide a group toward shared goals while fostering creativity, discipline, and teamwork. As a peer leader, I supported new students as they adapted to a challenging school environment, helping them navigate academic and social challenges. Volunteering with the Red Cross Club and Rise Food Pantry allowed me to use my leadership skills to organize resources, assist community members, and ensure that others had access to essential support. These experiences have shown me that leadership is not just about directing others—it is about listening, encouraging, and creating opportunities for people to contribute meaningfully. I have learned that one person’s initiative can motivate others, build stronger communities, and inspire lasting change. Through engineering, I hope to make an even larger impact on my community and beyond. By pursuing a degree in biomedical engineering at Rowan University, I aim to design medical devices and technologies that improve the health and quality of life of underserved populations. I am particularly passionate about developing solutions that are accessible and inclusive, such as prosthetics, assistive devices, or diagnostic tools, so that people who face barriers to healthcare can benefit from technological innovation. I also hope to apply the problem-solving, collaboration, and creativity I have developed through leadership experiences to the engineering field, ensuring that the solutions I create address real-world needs effectively and ethically. Additionally, I want to inspire other young women to pursue STEM. Being one of the few girls in advanced engineering classes has shown me how important representation and encouragement are. I plan to mentor and support high school girls interested in science and engineering, demonstrating that leadership, creativity, and technical skills can work together to create meaningful impact. By combining my technical knowledge, leadership experience, and commitment to service, I hope to develop solutions that improve lives while fostering a community that values collaboration, inclusivity, and innovation. Ultimately, my goal is to use engineering as a tool for positive change—building devices that enhance health, empowering communities with access to technology, and inspiring future generations of students, especially young women, to explore STEM. Through leadership and engineering, I hope to leave a lasting, meaningful impact on both my community and the world.

I am a high school senior with a passion for science, engineering, and leadership. Growing up, I was always curious about how things worked and how technology could be used to solve real-world problems. However, it wasn’t until I began taking Project Lead the Way courses at Allentown High School that I discovered my true passion for engineering. Through classes like Principles of Engineering, Honors Engineering, AP Computer Science, and AP Calculus, I learned to combine technical skills with creativity, critical thinking, and teamwork. I realized that engineering is not just about calculations or blueprints—it is about solving meaningful problems, designing solutions that improve people’s lives, and working collaboratively to turn ideas into reality. These classes gave me the tools and confidence to explore complex challenges, experiment with solutions, and understand the impact that thoughtful engineering can have on individuals and communities. My commitment to leadership and service has complemented my academic pursuits. As vice president of the Latin Honor Society, captain of the varsity dance team, and a peer leader, I have developed skills in organization, collaboration, and motivating others. Leading my dance team taught me the value of discipline and creativity, while my role in honor societies strengthened my ability to advocate for my peers and support meaningful projects. Volunteering at Rise Food Pantry and Thrift Store allowed me to contribute directly to my community by helping distribute essential food and clothing to families in need. Participating in the Red Cross Club and multiple honor societies further reinforced my understanding of service and responsibility, shaping me into someone who strives not only to excel academically but also to uplift those around me. With a degree in biomedical engineering from Rowan University, I plan to design medical devices and technologies that improve patients’ quality of life. I am especially passionate about creating accessible solutions for underserved communities, whether through prosthetics, assistive devices, or diagnostic tools. I want to ensure that engineering innovations are not only effective but equitable, helping people who often face barriers to healthcare and technology. Beyond designing solutions, I hope to inspire other young women to pursue STEM fields, showing them that leadership, creativity, and technical expertise can be combined to make a meaningful impact. My experiences as a female student in male-dominated STEM classes have motivated me to advocate for inclusive environments where all voices are valued and considered. Ultimately, my goal is to use my education, skills, and leadership experience to solve real-world problems, improve health outcomes, and empower others through technology. I hope to leave a positive, lasting impact on my community and society, using engineering as a tool for innovation, inclusion, and service. By combining my passion for biomedical engineering with my commitment to leadership and community, I aim to make a difference in the lives of others while inspiring the next generation of engineers and problem-solvers.