I grew up in a household where responsibility came early. Being raised by a single parent meant that there was little room for passivity—everyone contributed in their own way. I saw firsthand how much effort it took to balance work, family, and stability, and that shaped how I approached my own goals. There wasn’t always time for detailed guidance or step-by-step direction, so I learned to figure things out on my own—whether that meant teaching myself programming, managing my time, or taking initiative when opportunities weren’t readily available. At the same time, my upbringing instilled a strong sense of purpose. Education was never treated as optional; it was seen as a pathway to something better. Watching my parent navigate challenges with resilience taught me that success is not defined by circumstances, but by how you respond to them. That mindset carried into everything I pursued, from academics to robotics to community work. One experience that gave me a new understanding of both myself and others came through AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. I began this work thinking I would primarily be teaching technical skills, but the experience quickly became something more personal. Many of the students I worked with lacked access to basic resources—some didn’t have laptops, and others struggled with unstable internet connections. Despite this, they showed a level of determination that challenged my assumptions about learning and opportunity. During one session, I asked a student if he understood the lesson. He replied, “I don’t have a laptop, but I will learn to build a robot.” That moment stayed with me. It forced me to reflect on what I had taken for granted and what truly drives someone to succeed. I realized that while I had faced challenges growing up in a single-parent household, I had also had access to tools and opportunities that others did not. At the same time, I saw parts of my own experience reflected in these students—the need to be self-driven, to adapt, and to keep going despite limitations. That realization changed how I approached both learning and leadership. I became more intentional about how I communicated ideas, breaking down complex concepts into simpler forms and focusing on understanding rather than completion. I also began to see leadership not as directing others, but as supporting them in ways that meet their circumstances. Teaching became less about delivering content and more about building confidence. This experience also reshaped how I view my own journey. Growing up in a single-parent household taught me independence and resilience, but it also gave me perspective. It showed me that challenges can either limit you or push you to adapt—and that choice matters. Through my work and experiences, I’ve come to understand that success is not just about personal achievement, but about how you use what you’ve learned to create opportunities for others. As I move forward, I carry both of these lessons with me: the resilience I developed at home and the perspective I gained through working with others. Together, they define how I approach challenges, relationships, and my goals—not just to succeed, but to make that success meaningful.

One problem I noticed early on was that students often disengage from learning, not because they lack ability, but because the process feels repetitive and disconnected from how they think. I saw this firsthand with my own brother, who enjoyed playing games for hours but would quickly lose interest when faced with traditional math practice. The problem wasn’t effort—it was engagement. To address this, I created Math Duels, a Roblox-based game that turns problem-solving into a competitive, interactive experience. Instead of passively solving worksheets, players compete in real time, answer questions under pressure, and improve through repetition without realizing it. I designed the system to dynamically generate questions at different difficulty levels and built a user interface that tracks progress and performance. The goal was to shift learning from obligation to experience. Over time, the game reached over 20,000 plays, and more importantly, it showed me that when learning is designed to align with how people naturally engage—through competition, interaction, and feedback—it becomes far more effective. However, while Math Duels addressed engagement, another problem became clear through my work with AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. Many of the students I worked with didn’t have access to laptops, stable internet, or advanced tools. Even the most engaging digital platforms are ineffective if students cannot access them. This revealed a deeper issue: the gap between educational innovation and accessibility. If I had the resources, I would focus on solving this problem by creating a low-cost, offline-first STEM learning ecosystem designed specifically for students in low-resource environments. The core of this system would be a portable learning kit that combines hardware and software in a way that does not rely on constant internet access. The hardware component would include an affordable microcontroller-based kit with basic sensors and components that allow students to build simple robotics projects. These kits would be designed to be durable, reusable, and inexpensive enough to distribute at scale. The software component would run on low-power devices and include preloaded lessons, interactive simulations, and guided projects. Instead of requiring continuous connectivity, the system would synchronize data periodically when internet access is available. To complement this, I would develop a structured curriculum that emphasizes problem-solving and creativity over memorization. Lessons would be designed to work in both individual and group settings, encouraging collaboration and peer learning. Volunteers and mentors could support students through periodic virtual or in-person sessions, ensuring that learning remains guided and consistent. Scalability would be a key focus. By partnering with schools, nonprofits, and community organizations, the program could expand sustainably, training local mentors to continue teaching even after initial implementation. This would ensure that the solution is not temporary, but long-lasting. Creating Math Duels taught me how to make learning engaging. Teaching through AceScholar showed me that engagement alone is not enough—access matters just as much. If given the resources, I want to bridge that gap by building systems that are not only innovative, but also reachable. To me, problem-solving is not just about creating something new—it’s about making sure it actually reaches the people who need it.

Going to college, for me, is more than earning a degree—it is an opportunity to transform curiosity into capability and access into impact. It represents a turning point where the skills I’ve developed on my own can be refined, challenged, and applied at a higher level, while also opening doors that extend far beyond my individual success. Academically, I see college as a place to deepen my understanding of computer science and engineering, particularly in autonomous systems and intelligent transportation. Through my experiences in robotics and research, I’ve seen how powerful it is when code interacts with the real world—when algorithms guide vehicles, optimize systems, and influence how people move through their daily lives. In college, I want to build on this foundation by working on complex, real-world problems, collaborating with others, and gaining exposure to new ideas that push me beyond what I already know. I’m not just looking to learn existing knowledge—I want to contribute to it. However, what college means to me goes beyond academics. Growing up, I’ve seen how access to education can shape opportunity. While I was able to explore programming and robotics, many students I’ve worked with through AceScholar, an initiative I co-founded, did not have the same access. Teaching over 50 students—some without laptops or stable internet—made me realize that talent exists everywhere, but opportunity does not. College represents a chance for me to not only advance my own education, but to continue building pathways for others. One moment that stays with me is when a student told me, “I don’t have a laptop, but I will learn to build a robot.” That mindset changed how I view success. It is no longer just about what I achieve, but about how I can expand access for others. In college, I plan to continue this work by developing educational tools, mentoring students, and creating programs that make STEM more accessible and engaging. Professionally, I aim to use my education to design technologies that are both innovative and inclusive. In fields like autonomous transportation, the impact of engineering decisions extends to millions of people. I want to focus on building systems that are not only efficient, but also affordable and scalable—solutions that can reach communities that are often overlooked. College will give me the technical foundation and collaborative environment needed to pursue these goals. On a personal level, going to college means growth. It means stepping into an environment where I am constantly challenged, where I learn not only from coursework but from people with different perspectives and experiences. As someone who has grown up navigating multiple cultures, I value environments that encourage diverse ideas and collaboration. College represents a space where I can continue developing those skills and use them to contribute meaningfully to both academic and community settings. Ultimately, going to college is not just about what I gain—it’s about what I do with it. I am trying to accomplish more than a career; I am working toward the ability to create systems, opportunities, and solutions that have lasting impact. Education is the foundation for that, and college is the next step in turning that foundation into something meaningful.

My academic and professional goals are rooted in one idea: using technology not just to innovate, but to expand access and opportunity. I plan to study computer science and engineering, focusing on autonomous systems and intelligent transportation. Through my experiences in robotics and research, I’ve seen how systems powered by algorithms and real-time data can shape how people move, interact, and access resources. In the future, I want to design transportation systems that are efficient, affordable, and scalable—systems that reduce congestion and emissions while also improving mobility for communities that often lack reliable access. While my academic interests are technical, my motivation comes from my community work. I co-founded AceScholar, an initiative focused on teaching robotics and programming to underserved students. What began as a small effort grew into a sustained program where I’ve taught over 50 students, many of whom lacked access to basic resources like laptops or stable internet. Teaching in these conditions challenged me to rethink how I approached both technology and education. I had to simplify complex concepts, adapt to limitations, and focus on building understanding rather than relying on tools. One moment that deeply impacted me came when a student said, “I don’t have a laptop, but I will learn to build a robot.” That statement changed my perspective. It made me realize that talent is everywhere, but opportunity is not. Since then, I’ve worked to expand AceScholar’s reach, helping students prepare for opportunities such as the UN Women’s WeSTEM program and mentoring younger students to continue this work. Through this experience, I learned that giving back is not just about teaching—it’s about creating pathways for others to succeed. This commitment to service has directly shaped my goals. I no longer see engineering as just a career, but as a tool for impact. In transportation, I want to focus on designing systems that are not only advanced, but also accessible—solutions that consider real-world constraints like cost and infrastructure. In education, I plan to continue building platforms that make learning more engaging and widely available, similar to my project Math Duels, which turns problem-solving into an interactive experience. Growing up between cultures also influenced how I approach community and impact. Navigating different perspectives taught me to listen, adapt, and find common ground—skills that are essential both in teamwork and in addressing real-world problems. Whether I am working on a technical project or teaching students, I try to ensure that what I build or share is inclusive and meaningful. Ultimately, my goals are not defined solely by what I want to achieve, but by the impact I want to create. Through both my academic path and community work, I aim to build systems that reach beyond privileged environments and create opportunities for those who need them most. This scholarship would support not just my education, but the work I am committed to continuing—using technology to make a difference in the world.

I would like to be considered for this scholarship not only because of my academic achievements, but because of how I have chosen to use them—to build meaningful systems and expand opportunities for others. Academically, I have consistently pushed myself in mathematics and computer science, developing strong analytical and problem-solving skills through advanced coursework and independent study. I further strengthened these skills through competitive programming with USACO, where I learned to approach complex problems with structured logic and efficiency. However, what distinguishes my academic journey is not just performance, but application. I have always been driven to take what I learn and apply it beyond the classroom. That drive led me to robotics, where I spent seven years in VEX Robotics designing and programming over 25 robots. I worked extensively with control systems such as PID and odometry, gaining hands-on experience in integrating software with physical systems. Robotics taught me more than technical skills—it taught me persistence. Many of our designs failed before they succeeded, and each failure required debugging, iteration, and teamwork. Over time, I learned to view failure not as a setback, but as part of the process of building something that works in the real world. Wanting to take this further, I joined an autonomous vehicle lab at the University of Washington. There, I worked on fixing steering issues in an autonomous tricycle, an experience that required me to understand both hardware limitations and control logic. I later implemented localization systems and developed AI-based pathfinding for autonomous ATVs. These projects gave me a deeper understanding of how data, algorithms, and real-time decision-making interact in complex systems. I also explored autonomous vehicle platooning, where I researched how inter-vehicle communication can improve traffic efficiency and reduce energy consumption. Through this work, I realized that engineering is not just about building advanced systems, but about making thoughtful decisions that balance cost, reliability, and scalability. While these experiences have shaped my academic interests, my most meaningful work has come from applying my skills to serve others. I co-founded AceScholar, an initiative focused on teaching robotics and programming to underserved students. Through this program, I have taught over 50 students, many of whom lacked access to basic resources such as laptops or stable internet. Teaching in these conditions forced me to rethink how I communicate complex ideas. I had to simplify concepts, adapt lessons, and focus on building understanding rather than relying on tools. One moment that deeply influenced me came when a student said, “I don’t have a laptop, but I will learn to build a robot.” That statement reshaped my perspective. It made me realize that the biggest barrier in education is often not ability, but access. Since then, I have worked to expand AceScholar’s reach, helping students prepare for opportunities like the UN Women’s WeSTEM program and mentoring younger students to continue this work. Through this experience, I have learned that leadership is not just about creating programs, but about sustaining them and ensuring they continue to benefit others. In addition to my technical and community work, I have pursued projects that combine creativity with education. I developed Math Duels, a Roblox game that turns problem-solving into an interactive experience. With over 20,000 plays, the game demonstrated how technology can make learning more engaging and accessible. It also reinforced my belief that computer science can be used not just to solve problems, but to change how people experience learning. Financially, this scholarship would make a significant difference in my ability to pursue higher education. College represents both an opportunity and a challenge, as rising costs can create long-term financial burdens. Receiving this support would allow me to focus more on my education, research, and community work, rather than financial stress. It would also enable me to take advantage of opportunities such as internships and research projects that are critical to my growth but may not always provide immediate financial return. Ultimately, I believe I should be considered for this scholarship because I combine ambition with action. I have taken the initiative to pursue challenging academic opportunities, apply my knowledge to real-world problems, and create pathways for others to access STEM education. My goal is not only to succeed in engineering, but to use it as a tool to create meaningful impact—whether through developing intelligent transportation systems or expanding access to education. This scholarship would not only support my journey, but amplify the work I am committed to continuing. I am determined to use my education to build systems that matter and to ensure that others have the opportunity to do the same.

I grew up between two worlds—at home, speaking Hindi and hearing stories rooted in India, and outside, navigating American culture and education. That experience shaped how I see opportunity. I was fortunate to have access to computers, robotics programs, and mentors, but I quickly realized that many students with the same curiosity did not. That awareness has influenced both my interest in technology and how I choose to use it. What draws me to the technology field, particularly information technology, is its ability to turn abstract ideas into systems that impact real people. I am especially interested in how software, data, and communication systems come together to create intelligent, responsive technologies. Whether it’s optimizing how information flows between systems or designing applications that improve accessibility, IT sits at the center of how modern systems function. I’m particularly interested in areas like distributed systems, real-time data processing, and how technology can be designed to scale while remaining accessible. My involvement in technology began with self-learning. I taught myself Java, C++, and Python through online resources and applied those skills through competitive programming with USACO. Wanting to build something meaningful, I created Math Duels, a Roblox-based platform that turns problem-solving into an interactive, competitive experience. The project has reached over 20,000 plays, but more importantly, it showed me how technology can change the way people engage with learning. I further developed my skills through robotics, where I spent seven years in VEX Robotics designing and programming over 25 robots. I worked extensively with control systems like PID and odometry, gaining hands-on experience in integrating software with hardware. This experience helped me understand how data, sensors, and algorithms interact in real time—an essential aspect of information systems. To apply these skills in a more advanced setting, I joined an autonomous vehicle lab at the University of Washington. There, I worked on fixing steering issues for an autonomous tricycle, implemented localization systems, and developed AI-based pathfinding for autonomous ATVs. These projects required managing real-time data, ensuring system reliability, and understanding how different components communicate—core aspects of information technology. Beyond technical work, I have been actively involved in expanding access to technology through AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. Through this program, I have taught over 50 students, many of whom lacked access to laptops or stable internet. Teaching in these conditions required me to simplify complex IT concepts and adapt to limited resources, reinforcing my belief that technology should be inclusive and accessible. Through these experiences, I’ve developed not only technical skills but also a clear sense of purpose. I want to continue exploring information technology with a focus on building systems that are efficient, scalable, and accessible. At the same time, I am committed to reducing barriers in the field by creating opportunities for others to learn and engage with technology. For me, technology is not just about innovation—it’s about access. And that’s what drives me forward.

The next major advancement in engineering will be the widespread deployment of decentralized autonomous systems, particularly in transportation and healthcare, that are not only intelligent but also affordable and scalable. While autonomous vehicles and AI-driven systems already exist, most current solutions depend on expensive infrastructure, centralized control, or high-end hardware. The next breakthrough will come from making these systems decentralized, cost-efficient, and accessible to a much broader population. My interest in this area developed through my work in robotics and autonomous systems. While researching autonomous vehicle platooning, I explored how vehicles can communicate with each other directly to coordinate movement, reduce traffic congestion, and improve energy efficiency. I quickly realized that the biggest challenge was not building a system that works in ideal conditions, but designing one that remains reliable while being affordable enough to scale. Trade-offs between cost, accuracy, and reliability became central to every design decision. In the near future, decentralized autonomous transportation systems will transform how people move. Vehicles will be able to communicate in real time, forming dynamic platoons that reduce drag, optimize traffic flow, and lower fuel consumption. Unlike centralized systems, which rely on expensive infrastructure and constant connectivity, decentralized systems can function with local communication and onboard intelligence. This makes them more resilient and more deployable in underserved or infrastructure-limited regions. Globally, this could reduce carbon emissions, improve road safety, and make transportation more accessible to communities that currently lack reliable mobility. Beyond transportation, similar principles will extend into healthcare, aligning closely with Bio-Rad’s mission to advance discovery and save lives. Decentralized, AI-driven diagnostic systems could bring medical testing and monitoring closer to patients, especially in regions with limited access to hospitals and laboratories. Instead of relying solely on centralized facilities, portable and intelligent diagnostic tools could analyze data locally, enabling faster and more accessible healthcare decisions. This would not replace large-scale medical infrastructure, but it would complement it by expanding reach and reducing delays in care. What makes this advancement especially impactful is its emphasis on accessibility and scalability. Engineering breakthroughs often exist long before they are widely adopted, primarily because of cost and infrastructure barriers. By focusing on decentralized and efficient system design, engineers can ensure that innovation benefits not only well-resourced communities but also those that have historically been left out. This aligns with values of sustainability and collective progress, as solutions must be both environmentally responsible and broadly deployable. My own experiences in programming autonomous systems have shown me how powerful even small improvements can be when applied at scale. Seeing my code control physical systems, from robots to autonomous vehicles, reinforced the idea that engineering decisions directly shape real-world outcomes. Moving forward, I want to contribute to designing systems that are not only technically advanced but also practical and inclusive. Engineering is often measured by innovation, but its true impact is measured by how many people it reaches. The next big advancement will not just be smarter systems, but systems designed with scalability, accessibility, and global impact in mind.

We often talk about technology as something that connects people—but just as often, it creates distance. Messages replace conversations, algorithms shape what we see, and efficiency starts to matter more than understanding. The challenge isn’t whether technology will define human connection—it already does. The real question is whether we design it to deepen connection or replace it. I’ve seen both sides. When I created Math Duels, a Roblox-based game, my goal was simple: make learning more engaging. But what surprised me wasn’t just that people played—it was how they interacted. Friends competed, discussed strategies, and challenged each other in ways that felt more like conversation than gameplay. The technology didn’t replace connection; it created a new space for it. At the same time, I’ve seen how easily connection can break down. Through AceScholar, an initiative I co-founded to teach robotics to underserved students, I often worked over unstable video calls with students across the world. There were moments where screens froze, audio cut out, and communication became frustrating. But in those moments, something interesting happened—we slowed down. We explained things more clearly, asked more questions, and listened more carefully. The limitations of technology forced us to be more intentional, and that made the connection stronger. These experiences shaped how I think about the future of human connection: technology should not aim to simulate human interaction, but to support and amplify it. The strongest connections are built on understanding, and understanding requires effort—something technology often tries to minimize. To preserve authentic connection, we need to design systems that encourage presence rather than distraction. That means shifting away from purely engagement-driven platforms toward ones that prioritize meaningful interaction. For example, instead of optimizing for how long users stay on a platform, we could design for how deeply they engage with others—through collaboration, shared problem-solving, or learning experiences. Technology should create opportunities for people to think together, not just consume content side by side. Strengthening connection also requires accessibility. Many of the students I’ve worked with didn’t have access to the same tools or environments as others, yet they were just as eager to connect and learn. If technology is meant to bring people together, it cannot exclude those without resources. Designing low-cost, accessible platforms ensures that connection is not limited by circumstance. Finally, reimagining connection means recognizing that it doesn’t always have to look traditional. A meaningful interaction can happen through a shared project, a game, or even a problem being solved together. In my own experience, some of the strongest connections I’ve built came not from conversation alone, but from working toward a common goal—debugging code, building systems, or teaching concepts. Technology has the potential to create more of these shared experiences at scale. Ultimately, human connection is not something technology can replace—it’s something it can either weaken or strengthen. The difference lies in intention. As someone pursuing computer science, I don’t just want to build systems that are efficient or widely used. I want to build systems that bring people closer—not by reducing interaction to convenience, but by creating spaces where understanding, collaboration, and genuine connection can grow.

Paying for college is not just a financial challenge for me—it is something I have approached with the same mindset I bring to engineering: plan early, diversify solutions, and optimize for long-term sustainability. I recognize that student debt can limit future opportunities, so I am actively taking steps to reduce or avoid it through a combination of preparation, strategic choices, and continued effort. One of the primary ways I am addressing future debt is by maximizing scholarship opportunities. I have been consistently applying to scholarships that align with my academic interests, community work, and background. Rather than treating scholarships as occasional opportunities, I approach them systematically—researching, writing, and refining essays that reflect both my goals and impact. This process not only helps reduce financial burden but also strengthens how I communicate my experiences and aspirations. In addition, I plan to carefully evaluate the financial aspects of the colleges I attend. While academic fit is important, I am prioritizing institutions that offer strong financial aid packages, merit scholarships, or research and work opportunities. I am also considering pathways such as in-state tuition or programs that allow me to accelerate my degree timeline, reducing overall costs. Being intentional about where and how I study is one of the most impactful ways to manage debt before it accumulates. Beyond scholarships and financial aid, I am preparing to contribute financially through work and experience-based opportunities. With my background in programming, robotics, and software development, I plan to pursue internships and part-time roles during college. These opportunities will not only help offset costs but also build relevant experience for my career. I have already developed technical skills through projects such as building robotics systems and creating applications like Math Duels, and I intend to continue leveraging these skills in professional settings. Another important part of my plan is maintaining a long-term perspective. I am pursuing a field—computer science and engineering—that offers strong career opportunities, but I understand that income alone is not a solution to debt if not managed wisely. I plan to minimize unnecessary borrowing, live within my means during college, and make informed financial decisions that reduce long-term burden. Avoiding debt where possible, rather than simply planning to repay it later, is a key part of my approach. Finally, my commitment to reducing financial barriers extends beyond my own situation. Through AceScholar, an initiative I co-founded, I have worked to expand access to STEM education for underserved students. Seeing how financial limitations can restrict opportunity has motivated me to not only manage my own educational costs but also help others access pathways that might otherwise feel out of reach. Addressing student debt requires both immediate action and long-term planning. By combining scholarships, strategic college decisions, technical work opportunities, and disciplined financial habits, I am working to ensure that my education is an investment that creates opportunity, rather than a burden that limits it.

Selected Paragraph (from Bhagavad Gita, Chapter 2, Verse 47): “You have a right to perform your prescribed duties, but you are not entitled to the fruits of your actions. Never consider yourself the cause of the results of your activities, and never be attached to not doing your duty.” The central claim of this passage is that meaningful action requires a deliberate separation between effort and outcome; the Bhagavad Gita argues that true discipline—and ultimately freedom—comes from committing fully to one’s actions while relinquishing psychological attachment to their results. Rather than diminishing ambition, this idea redefines it, shifting the focus from external validation to internal consistency. At a surface level, the instruction to detach from “the fruits of your actions” appears incompatible with modern definitions of success. Contemporary systems—education, careers, and even personal identity—are built on measurable outcomes. Achievement is quantified through grades, rankings, and recognition, reinforcing the belief that results are the primary purpose of effort. However, the passage challenges this assumption by suggesting that an outcome-driven mindset undermines the very quality of action it seeks to reward. When individuals act primarily for results, their decisions become reactive rather than intentional, shaped by fear of failure or desire for reward rather than clarity of purpose. The phrase “you have a right to perform your prescribed duties” establishes a foundation of responsibility. Action is not optional; it is inherent to one’s role in the world. However, the subsequent limitation—“but you are not entitled to the fruits of your actions”—introduces a crucial boundary. It asserts that while effort is within one’s control, outcomes are not. This distinction reflects a broader philosophical understanding of causality: results emerge from a complex interaction of variables, many of which lie beyond individual influence. By acknowledging this, the text dismantles the illusion of total control and redirects attention toward what is actually controllable—the process itself. The line “never consider yourself the cause of the results of your activities” deepens this idea by addressing ego. It suggests that attributing success or failure solely to oneself is a misinterpretation of reality. Success can inflate the ego, leading individuals to overestimate their control, while failure can produce disproportionate self-doubt. Both reactions stem from the same flawed assumption: that outcomes are direct reflections of individual worth. By rejecting this assumption, the passage encourages a more stable sense of identity, one rooted in effort rather than consequence. Equally important is the final clause: “never be attached to not doing your duty.” Without this, the philosophy could easily be misunderstood as passive or indifferent. The text anticipates this misinterpretation and counters it directly. Detachment from results does not justify inaction; instead, it demands action free from hesitation. In fact, it raises the standard for action. When outcomes are removed as the primary motivator, one must rely on intrinsic purpose and discipline. This creates a more consistent and resilient approach, where effort is sustained regardless of external uncertainty. This framework has implications beyond individual behavior. In systems driven purely by results, short-term gains often overshadow long-term integrity. For example, when success is defined only by measurable outcomes, individuals may prioritize efficiency over understanding or recognition over substance. In contrast, a process-oriented mindset fosters deeper engagement and long-term growth. By valuing disciplined action over immediate results, individuals are more likely to develop mastery, as their efforts are guided by understanding rather than external pressure. The passage also offers a subtle critique of fear. Attachment to results inherently creates anxiety, as outcomes are uncertain. This uncertainty can lead to avoidance, hesitation, or over-calculation, all of which reduce the effectiveness of action. By removing attachment, the text eliminates the psychological burden of uncertainty. Action becomes an end in itself, rather than a means to a potentially uncontrollable outcome. This does not eliminate risk, but it reframes it. Failure becomes part of the process rather than a definitive judgment, allowing individuals to persist without being discouraged. Ultimately, the underlying meaning of this passage is not about reducing ambition, but about refining it. It proposes that the highest form of ambition is not the pursuit of results, but the pursuit of excellence in action. By focusing on effort, clarity, and consistency, individuals can act more effectively and with greater resilience. Outcomes, while still relevant, become secondary—byproducts of disciplined work rather than the sole objective. In this sense, the Bhagavad Gita presents a paradox: by letting go of attachment to results, one often achieves better results. Freed from the distortions of fear and ego, action becomes more precise, thoughtful, and sustained. The passage therefore redefines success not as the attainment of specific outcomes, but as the ability to act with purpose and integrity regardless of them.

The first thing you notice about Mr. Stratton’s class isn’t the equations—it’s the energy. “Physics isn’t hard,” he once said, pacing across the room with a marker in hand. “We just make it look that way.” Then he drew a simple diagram—a box, an arrow, a few forces—and suddenly something that had seemed complicated became clear. That was his style. He didn’t overwhelm us with formulas; he stripped ideas down to their core until they made sense. Before his class, I approached learning differently. I thought mastering a subject meant memorizing methods, practicing enough problems, and hoping patterns would stick. It worked, but only to a point. When problems became unfamiliar or concepts more abstract, I found myself stuck—not because I lacked effort, but because I lacked true understanding. Mr. Stratton changed that. Instead of teaching physics as a set of formulas, he treated it as a way of thinking. He constantly asked “why” before “how.” Why does this force act in this direction? Why does this system behave this way? If an answer didn’t make intuitive sense, he would re-explain it in simpler terms, sometimes with nothing more than a quick sketch or a real-world analogy. His confidence that every concept could be understood—if approached the right way—made me rethink what learning actually meant. One day, while we were working through a problem, I tried to jump straight to the equation. He stopped me and said, “Don’t calculate yet. Tell me what’s happening.” At first, I hesitated. But as I described the situation in words—what was moving, what forces were acting—I realized I understood more than I thought. The math became easier once the idea was clear. That moment stuck with me. I began applying his approach beyond physics. In robotics, instead of immediately coding a solution, I started by breaking down the system: what inputs exist, how components interact, and what outcome I’m aiming for. In programming, I focused less on syntax and more on the logic behind it. Even when building projects like Math Duels or working on autonomous vehicle systems, I found myself asking the same question Mr. Stratton always asked: “Do I actually understand this?” His influence went beyond academics. He showed me that complexity is often a result of how something is taught, not how difficult it truly is. That realization gave me confidence—not just in physics, but in tackling any unfamiliar challenge. Instead of feeling intimidated, I now look for the simplest explanation and build from there. Mr. Stratton didn’t just teach physics; he changed how I learn. He replaced memorization with understanding, hesitation with curiosity, and complexity with clarity. Because of him, I approach problems differently—not by asking what formula to use, but by first trying to understand the system itself. That shift has stayed with me. And it’s something I carry into everything I do.

In 3 Idiots, there’s a moment where Rancho says, “Pursue excellence, and success will follow.” When I first heard that line, it felt simple. Over time, it became a principle that reshaped how I approach learning, engineering, and impact. Growing up, I was surrounded by the idea that success meant following a defined path—getting good grades, choosing stable careers, and avoiding risks. But like the characters in 3 Idiots, I found myself drawn to learning for a different reason: curiosity. I wasn’t just interested in solving problems; I wanted to understand how things worked and how they could be improved. That mindset led me to teach myself programming, explore robotics, and eventually build my own projects. One of those projects was Math Duels, a Roblox game I created after noticing that even capable students, including my brother, would lose interest in traditional math practice. Inspired by 3 Idiots’ message that learning should be engaging and meaningful, I wanted to transform problem-solving into something interactive and enjoyable. Instead of memorization, I focused on experience—turning math into a game where students could compete, think, and stay curious. Seeing thousands of players engage with it showed me that when learning is driven by interest, it becomes far more powerful. The film also changed how I view pressure and expectations. Like Farhan, who struggled between passion and external expectations, I faced moments where my interests—especially in game design and robotics—weren’t immediately understood. Instead of pushing back with arguments, I chose to show results. I built, tested, and improved my ideas until they spoke for themselves. That process taught me that success isn’t about conforming to expectations, but about committing to what genuinely drives you. Beyond my own learning, 3 Idiots influenced how I think about access to education. The film highlights how rigid systems can limit creativity and discourage students who learn differently. I saw a real-world version of this while teaching robotics through AceScholar, an initiative I co-founded for underserved students. Many of my students lacked basic resources like laptops or stable internet, yet their curiosity was undeniable. One student told me, “I don’t have a laptop, but I will learn to build a robot.” That moment reinforced what 3 Idiots had already shown me: the problem isn’t a lack of ability—it’s a lack of opportunity. Because of this, I now see my role not just as a learner, but as someone who can reshape how others experience learning. Whether through building educational tools or teaching students directly, I want to make learning more accessible, engaging, and meaningful. 3 Idiots didn’t just inspire me to pursue engineering—it changed how I define success. For me, success is not measured by achievements alone, but by the impact of what I build and who it reaches. By pursuing excellence with curiosity and purpose, I hope to create systems that not only solve problems, but also inspire others to learn, explore, and think differently.

Computer science, for me, has always been about creation. What began as building simple games evolved into designing systems that interact with the real world. Over time, my goals in computer science have shifted from writing code that works to building systems that matter—systems that are intelligent, scalable, and accessible. My primary goal in computer science is to work in autonomous systems, particularly intelligent transportation. Through robotics and research, I’ve explored how algorithms, control systems, and real-time data come together to guide physical systems. In an autonomous vehicle lab, I fixed steering issues on an autonomous tricycle and later developed localization and AI-based pathfinding for autonomous ATVs. I also researched decentralized vehicle platooning, where vehicles communicate to improve efficiency and reduce congestion. These experiences showed me that computer science is not just theoretical—it directly shapes how people move, interact, and access opportunities. In the future, I want to design systems that reduce traffic congestion, lower carbon emissions, and make transportation more accessible, especially in communities that lack reliable infrastructure. At the same time, some of my most meaningful goals exist outside of computer science. I care deeply about education and access. Through AceScholar, an initiative I co-founded, I teach robotics and programming to underserved students. Teaching students without access to laptops or stable internet forced me to rethink how learning happens. I realized that talent is everywhere, but opportunity is not. Beyond engineering, I want to continue working to make education more inclusive—ensuring that students from different backgrounds can explore fields like STEM without being limited by resources. Another non-computer science goal that shapes me is my interest in building connections across cultures and communities. Growing up between Indian and American cultures taught me how to listen, adapt, and find common ground. Whether I’m working on a robotics team or teaching students in another country, I value collaboration and understanding. I want to continue using those skills to bring people together, especially in spaces where diverse perspectives can lead to better solutions. In the future, I plan to combine these goals by using computer science as a tool for broader impact. In transportation, this means designing systems that are not only efficient but also equitable—systems that consider cost, accessibility, and real-world constraints. In education, it means building platforms and tools that make learning more engaging and widely available, similar to my project Math Duels, which turns problem-solving into an interactive experience. Ultimately, I don’t see computer science and my other goals as separate paths. Instead, computer science is the medium through which I pursue them. It allows me to turn ideas into systems, whether that’s improving how people travel or how they learn. By combining technical innovation with a commitment to accessibility and inclusion, I hope to create solutions that are not only advanced, but meaningful and far-reaching.

I am someone who has always been drawn to building—whether that meant creating games as a kid, designing robots, or developing systems that solve real-world problems. What began as curiosity has grown into a clear goal: to use computer science and engineering to design technologies that improve everyday life, especially in areas like transportation and education where access can shape opportunity. Over the past seven years, I’ve pursued this interest through robotics and programming. In VEX Robotics, I designed and programmed over 25 robots, learning how control systems, sensors, and mechanical design come together. Later, I worked in an autonomous vehicle lab at the University of Washington, where I fixed steering issues on an autonomous tricycle and developed localization and AI-based pathfinding systems for autonomous ATVs. These experiences showed me how engineering decisions directly affect how systems perform in the real world. I became especially interested in autonomous transportation, where improving efficiency and accessibility can have a large-scale impact—reducing congestion, lowering emissions, and expanding mobility. Beyond technical work, I’ve focused on making STEM more accessible through AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. This work has been one of the most meaningful parts of my journey and has shaped how I define impact. One of the biggest challenges I’ve faced wasn’t a single event, but learning how to navigate different expectations and environments while staying committed to what I care about. Growing up in an immigrant family, there was often a disconnect between what I was passionate about—like game design and robotics—and what was initially understood as valuable. When I first pursued game development, my parents were skeptical. Instead of giving up or arguing, I chose to show them. I built Math Duels, a Roblox game that makes problem-solving more engaging, and shared the results with them. Over time, they saw not just the outcome, but the effort and purpose behind it. That experience taught me how to communicate my goals, listen to others, and earn trust through action. Another challenge came through my work with AceScholar. Teaching students without access to basic resources forced me to rethink how I approached both teaching and engineering. I had to simplify complex ideas, adapt to unstable internet, and stay patient when things didn’t go as planned. It wasn’t always easy, but it taught me resilience and reinforced that failure is part of growth. Each setback became an opportunity to improve. In the future, I plan to study computer science and engineering, focusing on autonomous systems and intelligent transportation. My goal is to develop technologies that are not only innovative but also practical and accessible. Whether it’s designing decentralized vehicle systems or expanding access to STEM education, I want my work to reach communities that are often overlooked. Valerie Rabb’s commitment to uplifting students resonates with me because it reflects the kind of impact I hope to have. Through both my career and my community work, I want to create opportunities for others—ensuring that access to technology and education is not limited by circumstance, but expanded through intention.

One issue I’ve taken initiative to address is the lack of access to STEM education for underserved students. While I had opportunities to explore robotics and programming, I realized many students—both locally and internationally—never get that exposure due to limited resources. That gap became real to me when I began teaching students in India and saw that some didn’t even have access to laptops or stable internet. Motivated by this, I co-founded AceScholar, an initiative focused on making STEM education more accessible. What started as a small effort grew into a sustained program where I’ve taught robotics and programming to over 50 students. I conducted lessons virtually, often adapting to challenges like unstable connections by simplifying concepts and focusing on problem-solving rather than tools. Beyond teaching, I helped guide students toward opportunities like the UN Women’s WeSTEM program, expanding their exposure to global STEM initiatives. Through this work, I’ve seen how access—not ability—is often the biggest barrier. One student told me, “I don’t have a laptop, but I will learn to build a robot,” which reinforced why this work matters. So far, AceScholar has built a foundation of mentorship and learning, but I want to expand its impact. In the future, I plan to develop low-cost, offline-friendly learning kits and structured curricula that can be used in low-resource environments. I also aim to partner with schools and organizations to scale the program sustainably and train more mentors to continue this work. By expanding access to STEM education, I hope to empower more students to see themselves as creators and problem-solvers, not just consumers of technology.

“Wait—stop the car.” My family has learned that this usually means one thing: I’ve spotted something outside worth pausing for. Once, it was a hawk perched on a roadside fence, still against a gray Washington sky. While others might have driven past, I stayed for a minute longer than necessary, watching how something so quiet could feel so alive. Moments like that remind me that I’m someone who notices—patterns, systems, and the small details that others might overlook. That instinct carries into everything I do. In robotics, I don’t just build—I observe how each component interacts. Over seven years in VEX Robotics, I designed and programmed over 25 robots, learning how control systems, sensors, and mechanical design come together in motion. Later, working in an autonomous vehicle lab, I fixed steering issues on a tricycle and developed localization and pathfinding systems for autonomous ATVs. Seeing my code translate into real-world movement felt similar to watching that hawk: a system working in balance, precise and responsive. But what makes me unique isn’t just what I build—it’s how I connect different parts of my life. I move between spaces that don’t always seem related. At home, I speak Hindi and hear stories rooted in India; outside, I navigate a different culture entirely. That dual perspective has taught me to listen before speaking and to find common ground, whether I’m collaborating on a robotics team or teaching students across the world. That mindset shaped AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. One night, while teaching over a lagging video call, I asked a student if he understood the concept. He replied, “Sir, I don’t have a laptop, but I will learn to build a robot.” That moment stayed with me. It reframed how I saw both technology and opportunity. Talent isn’t rare—access is. Since then, I’ve worked to make STEM more accessible, teaching students with limited resources and adapting lessons so they can still participate fully. If I had to describe myself in one way, I’d say I’m someone who builds—but also someone who stays. I stay with problems longer than most. I stay in conversations until I understand the other person. I stay in moments, whether it’s watching wildlife, debugging code, or helping a student grasp a concept. That combination of curiosity and persistence defines how I approach both life and engineering. If awarded this scholarship, I would use the funds to support my education in computer science and engineering, particularly as I continue working on autonomous systems. These resources would allow me to focus more deeply on research and projects, from improving localization and communication systems to designing more efficient and accessible transportation technologies. Additionally, I would continue expanding AceScholar, using part of the funding to develop low-cost learning materials and improve access for the students I teach. John Woolley’s life reflects a balance I deeply admire: a commitment to excellence alongside an appreciation for the world’s quiet beauty. Like him, I want to explore, build, and contribute—while never losing the ability to pause, notice, and appreciate the systems, both natural and human, that make everything work.

I chose to pursue math and science because they give me a way to understand the world—and more importantly, to change it. What first drew me in was curiosity. As a kid, I enjoyed solving problems and building things, whether that meant writing simple programs or experimenting with robotics. Over time, that curiosity evolved into something deeper: an appreciation for how mathematical thinking and scientific principles can translate into real-world impact. Math, for me, is more than formulas or competitions. Through experiences like USACO and advanced coursework, I learned how to think algorithmically—how to break down complex problems into smaller, solvable parts. That mindset became even more meaningful when I began applying it beyond theory. In robotics, I used concepts like PID control and odometry to design systems that could move and adapt in real time. Later, through my work in an autonomous vehicle lab, I implemented localization systems and AI-based pathfinding, seeing firsthand how mathematical models and code could directly influence physical systems. These experiences made math and science feel alive. What drives my passion now is not just the challenge, but the possibility of impact. While working on autonomous vehicle platooning, I explored how engineering decisions involve trade-offs between cost, accuracy, and reliability. I began to realize that math and science are not just tools for innovation—they are tools for making decisions that affect people’s lives. Whether it’s improving transportation efficiency, reducing carbon emissions, or designing systems that are accessible to more communities, the applications are both immediate and global. At the same time, my experiences outside of research have shaped how I want to use this passion. Through AceScholar, an initiative I co-founded, I teach robotics and programming to underserved students. Many of the students I worked with did not have access to laptops or stable internet, yet they were deeply motivated to learn. Teaching in that environment forced me to rethink how I communicated complex ideas and showed me that talent exists everywhere, but opportunity does not. That realization continues to motivate me. Moving forward, I plan to study computer science and engineering, focusing on autonomous systems and intelligent transportation. I want to develop technologies that are not only innovative but also scalable and accessible. For example, decentralized autonomous vehicle systems have the potential to reduce traffic congestion, improve safety, and lower emissions, but only if they are designed with affordability and real-world constraints in mind. My goal is to contribute to solutions that reach beyond well-resourced environments and create meaningful improvements in everyday life. Equally important, I want to continue expanding access to STEM education. By building on my work with AceScholar, I hope to create platforms and programs that make math and science more engaging and accessible to students from underrepresented backgrounds. Education has the power to transform communities, but only if it is inclusive. Robin Irving’s legacy as an educator who inspired generations of students resonates strongly with me. Like her, I believe that the impact of math and science extends beyond individual achievement. It lies in how knowledge is shared, applied, and used to uplift others. What drives me is not just solving problems, but using those solutions to create opportunities—for my community and for the world.

I am pursuing engineering because I am drawn to building systems that don’t just work in theory, but operate in the real world, where constraints, trade-offs, and people matter. What started as curiosity through video games and programming evolved into a deeper interest in how software interacts with physical systems—and how those systems can be designed to improve everyday life. My first real exposure to engineering came through VEX Robotics. Over seven years, I designed and programmed more than 25 robots, working extensively with PID control and odometry. Robotics taught me how to think beyond isolated code and consider entire systems—how mechanical design, sensors, and algorithms interact under real-time constraints. It also introduced me to failure in a meaningful way. Robots rarely worked perfectly on the first attempt, and debugging required patience, iteration, and collaboration. Those experiences made engineering feel tangible and rewarding. Wanting to apply these skills beyond competition, I joined an autonomous vehicle lab at the University of Washington. There, I worked on an autonomous tricycle, where I fixed steering issues that were preventing stable navigation. This required understanding both the hardware limitations and the control logic behind the system. Seeing my code directly influence how a vehicle moved transformed engineering from something abstract into something real. I later expanded this work by implementing localization systems and developing AI-based pathfinding for autonomous ATVs. One of the most impactful projects I worked on was autonomous vehicle platooning, which involves coordinating multiple vehicles using inter-vehicle communication. This project required integrating algorithms, embedded systems, and real-time data processing. Through this experience, I began to understand that engineering is not just about creating the most advanced solution, but about making decisions that balance cost, reliability, and scalability. Outside of research, I have also applied engineering in a community-focused context through AceScholar, an initiative I co-founded to teach robotics and programming to underserved students. Teaching students without access to laptops or stable internet challenged me to rethink how engineering concepts could be explained and applied with limited resources. This experience reinforced the idea that engineering should not be confined to well-equipped labs—it should be accessible and adaptable. As a student of color, I am aware that representation in engineering remains limited. This has motivated me not only to pursue engineering but also to create pathways for others to enter the field. Through mentorship and outreach, I aim to contribute to a more inclusive engineering community where diverse perspectives lead to stronger and more impactful solutions. While I have not participated in a formal co-op engineering program, my hands-on experience through robotics, research, and teaching has given me a strong foundation in applying engineering principles in both technical and real-world contexts. Ultimately, I am pursuing engineering because it allows me to turn ideas into systems that can make a measurable difference. Whether through autonomous transportation or accessible STEM education, I want to build solutions that are not only innovative, but also practical and inclusive.

The most defining moment in my journey didn’t come from a competition or a classroom—it came from a late-night call with a student thousands of miles away. I was teaching robotics through AceScholar, an initiative I co-founded to bring STEM education to underserved students in India. The internet connection was unstable, the lesson kept cutting out, and I could tell the students were struggling to follow along. At one point, I asked if everyone understood. One student, Teklal, unmuted and said, “Sir, I don’t have a laptop, but I will learn to build a robot.” That sentence changed how I saw both learning and my role in it. Up until then, my journey in computer science and robotics had been driven by curiosity and challenge. I had spent years building robots, learning programming languages, and solving problems in structured environments like competitions and research labs. I believed that progress came from better code, better hardware, and better strategies. But in that moment, I realized that the biggest barrier wasn’t technical—it was access. Teaching students who lacked basic resources forced me to adapt. I couldn’t rely on standard tools or assumptions. I had to break down complex ideas into simpler concepts, find creative ways to explain them, and most importantly, listen. Progress wasn’t measured by how much content I covered, but by whether each student felt capable of learning. Over time, what started as a technical teaching role became something more personal. I wasn’t just sharing knowledge; I was helping build confidence. That experience created a chain reaction in how I approached everything else. When I returned to my work in robotics and autonomous systems, I began thinking differently about design. Instead of asking, “How can I make this system more advanced?” I started asking, “How can I make this system more accessible?” While working on autonomous vehicle projects, I became more aware of the trade-offs between cost, reliability, and scalability. A system that works perfectly in a lab means little if it can’t be realistically deployed in the real world. It also reshaped how I view failure. Teaching in unpredictable conditions meant that lessons often didn’t go as planned. But instead of seeing that as a setback, I learned to treat it as part of the process—adjusting, improving, and trying again. That mindset mirrors Jore Lund’s belief that failure is not the opposite of success, but part of the journey toward it. This experience ultimately motivated my decision to pursue computer science and engineering, with a focus on building systems that are not only innovative but also practical and inclusive. Whether it’s developing autonomous transportation or expanding access to STEM education, I want my work to reach beyond ideal conditions and into real communities. What started as a single conversation became a shift in perspective. It taught me that impact isn’t defined by complexity, but by who you’re able to reach.

I am a senior in Washington with a strong interest in computer science, robotics, and engineering, but what has shaped me most is how I’ve used those interests to work with others. Over the past seven years, I’ve been deeply involved in VEX Robotics, where I designed and programmed robots using control systems like PID and odometry. Robotics taught me how to think in systems, break down complex problems, and persist through failure. At the same time, I explored programming independently, learning Java, C++, and Python, and applying those skills to projects like Math Duels, a Roblox game that makes problem-solving more engaging. While these experiences built my technical foundation, my most meaningful work has come through community involvement. Inspired by my grandfather, who returned to India to improve access to healthcare, I co-founded AceScholar, an initiative focused on teaching robotics and programming to underserved students. What began as a small effort grew into a sustained commitment. I partnered with a school in India where many students lacked access to basic resources, including laptops and stable internet. Teaching over video calls late at night, often in Hindi, I worked with students who were learning robotics concepts without the tools typically required. Their determination reshaped my understanding of education. One student told me, “I don’t have a laptop, but I will learn to build a robot.” That mindset changed how I approached both teaching and learning. Through AceScholar, I have taught dozens of students and helped expand access to STEM opportunities, including preparing students for programs like UN Women’s WeSTEM initiative. Beyond technical instruction, I learned how to listen, adapt, and lead with empathy. I now mentor younger students to continue this work, ensuring that the impact extends beyond my own involvement. After high school, I plan to study computer science and engineering, focusing on autonomous systems and intelligent transportation. I am interested in designing technologies that are not only innovative but also accessible and scalable, particularly in areas like transportation and education, where disparities in access can significantly affect opportunity. If I were to start my own charity, it would expand on the foundation of AceScholar but focus more broadly on equitable access to STEM education worldwide. The mission would be to provide low-cost, accessible pathways for students from underserved communities to explore engineering and technology. This charity would serve students who lack access to traditional resources, whether due to financial limitations, geographic barriers, or educational inequities. Volunteers would play a central role by teaching virtual and in-person workshops, developing low-cost curriculum kits, and mentoring students through long-term projects. Rather than relying solely on advanced equipment, the program would emphasize creativity and problem-solving using accessible materials, ensuring that students can learn regardless of their circumstances. The charity would also partner with schools and community organizations to create sustainable programs that continue beyond initial outreach. Aserina Hill’s legacy of quietly supporting others resonates deeply with me. Like her, I believe that impact is not always about large-scale gestures, but about consistent effort and a willingness to invest in others’ futures. Through both my current work and future goals, I hope to continue building opportunities for those who are often overlooked, ensuring that access to education and technology is not limited by circumstance.

On Sundays, I sit cross-legged on the floor of a Sikh temple, serving food to strangers. No one asks who you are before you’re handed a plate. One afternoon, a man told me he wasn’t Sikh or even religious, but he came every week because it was the only place he felt fully welcomed. That stayed with me. I’ve spent much of my life between identities. At home, I speak Hindi and hear stories from India; outside, I move through a different culture entirely. For a long time, I thought I had to choose one. Instead, I learned to listen more carefully, to understand before responding, and to build connections across differences. That same instinct shows up in how I approach everything else. When my parents doubted my interest in game design, I didn’t try to win the argument. I built something and showed them. When I taught robotics to students in India without reliable internet or laptops, I adapted, explaining concepts in simpler ways, learning alongside them. What defines me is not just curiosity or ambition, but how I respond to people. I pay attention. I follow through. I try to leave spaces more inclusive than I found them. Whether I’m writing code or serving a meal, I care about creating something that brings others in.

My interest in computer science began with curiosity, but it quickly turned into a drive to create. As a kid, I spent more time thinking about how games worked than simply playing them. When I first tried building my own projects, my code was slow and inefficient, often resulting in laggy experiences. Instead of discouraging me, this pushed me to improve. I taught myself Java, C++, and Python through online resources, practiced algorithmic thinking through USACO, and completed Stanford’s Game Design course. I became fascinated not just with writing code, but with refining it, understanding how small optimizations could transform performance and user experience. This mindset led me to create Math Duels, a Roblox game designed to make problem-solving engaging. I noticed that even capable students, including my brother, often lost interest in traditional math practice. By turning learning into a competitive, interactive experience, I was able to make problem-solving more appealing. Seeing over 20,000 plays on the platform showed me that computer science could directly influence how people learn and interact. It was my first experience building something that had real impact beyond myself. My interest deepened as I explored how computer science extends into the physical world. During a trip to Japan, I saw robots integrated seamlessly into daily life, which made me realize that software is not limited to screens. This led me to join VEX Robotics, where over seven years I designed and programmed robots using PID control and odometry. Through this, I developed a strong foundation in systems thinking, learning how software, hardware, and real-time feedback interact. Wanting to apply these skills to real-world problems, I joined an autonomous vehicle lab at the University of Washington. There, I fixed steering issues on an autonomous tricycle and later worked on localization and AI-based pathfinding for autonomous ATVs. Seeing my code directly control physical systems made computer science feel tangible. I also explored autonomous vehicle platooning, a complex problem that requires integrating algorithms, embedded systems, and communication networks. While researching localization and inter-vehicle communication, I learned how trade-offs between cost, accuracy, and reliability shape engineering decisions. These experiences showed me that computer science is not just about building systems, but about making decisions that determine how scalable and accessible those systems are. I am particularly inspired by the potential of computer science to design intelligent, real-world systems at scale. I plan to work in autonomous systems, especially intelligent transportation, because of their ability to address critical challenges such as traffic congestion, energy efficiency, and accessibility. Transportation systems affect millions of people daily, and improving them can create widespread impact. By developing efficient, low-cost autonomous technologies, I hope to make mobility more accessible while reducing environmental impact. Arthur Walasek’s lifelong curiosity and willingness to keep learning resonate with me. Like him, I am driven not only to build systems, but to continuously improve and expand my knowledge. Computer science is a field where innovation never stops, and that is what excites me most. What began as an interest in video games has grown into a commitment to using computer science to design systems that solve real-world problems and improve everyday life.

My interest in engineering began with curiosity, but it has grown into a commitment to using technology to expand access and opportunity. As a kid, I spent hours learning Java, C++, and Python from online resources and practicing algorithmic thinking through USACO. At the time, I was motivated by the challenge and creativity of problem-solving. Over time, however, I began to see how these skills could be applied beyond personal achievement, especially in making education and technology more accessible to others. That shift became clear when I created Math Duels, a Roblox-based game designed to make math engaging and competitive. I noticed that even highly capable students, including my own brother and his friends, often lost interest in traditional math practice. I wanted to change that. By turning problem-solving into an interactive game, I was able to reach students who might otherwise disengage from STEM. This experience showed me that engineering is not just about building systems, but about designing solutions that meet people where they are. It also introduced me to a broader question: how can we use technology to make learning more equitable? My perspective deepened through my work in robotics and autonomous systems. Over seven years in VEX Robotics, I designed and programmed more than 25 robots using PID control and odometry. These experiences taught me how complex systems function, but also how access to resources shapes who gets to participate in them. Robotics programs often require funding, mentorship, and exposure that are not equally available to all students. Recognizing this gap, I co-founded an initiative to teach robotics and programming to underserved students in India, helping them gain exposure to skills that are increasingly essential in today’s world. More recently, my research at the University of Washington’s autonomous vehicle lab has expanded my understanding of engineering’s societal impact. I worked on localization systems for an autonomous tricycle, addressed steering issues, and developed AI-based pathfinding for autonomous ATVs. Seeing my code translate into real-world motion reinforced the power of engineering to shape how people move and interact with their environments. At the same time, my work on decentralized vehicle platooning introduced me to the trade-offs between affordability, reliability, and scalability. These trade-offs are not just technical decisions; they determine who benefits from innovation and who is left out. Growing up in the Seattle area, I have seen firsthand how access to transportation, education, and technology can vary widely across communities. Reliable transportation affects access to jobs, schools, and healthcare. Educational resources influence long-term opportunities. These disparities are not abstract problems; they are lived realities for many people in my community. Inspired by the legacy of Ida Mae Foster Whittaker, who pursued education while raising a family and worked to uplift her community through activism, I am motivated to use my education to address these systemic gaps. In college, I plan to study computer science and engineering with a focus on intelligent systems and robotics. I want to continue researching autonomous vehicles, particularly low-cost and scalable solutions that can improve transportation access in underserved areas. For example, decentralized vehicle platooning has the potential to make transportation more efficient and affordable by reducing infrastructure costs and energy consumption. By focusing on affordability and accessibility in design, I hope to ensure that these technologies benefit a wide range of communities, not just those with existing resources. Beyond transportation, I plan to expand my work in educational technology. Building on my experience with Math Duels, I want to create platforms that make STEM learning more engaging and accessible, especially for students who lack access to traditional enrichment opportunities. This includes developing low-cost, interactive tools and partnering with community organizations to bring these resources to underserved schools. Education has the power to break cycles of inequality, but only if it is accessible to all. Equally important, I want to engage with the ethical and societal dimensions of engineering. Technology does not exist in isolation; it reflects the values and priorities of the people who create it. By studying areas such as AI ethics and public policy alongside engineering, I hope to contribute to solutions that are not only innovative but also just and inclusive. Whether designing transportation systems or educational tools, I want to ensure that my work actively reduces disparities rather than reinforcing them. Ida Mae Foster Whittaker’s life demonstrates that education and community action can create lasting change, even in the face of systemic barriers. Her journey from a ninth-grade education to community activism in Seattle, while raising seven children, reflects resilience, determination, and a belief in the power of knowledge. Her example reminds me that meaningful change often begins with small, consistent efforts to support others. My goal is to carry forward that spirit through engineering. By combining technical innovation with a commitment to equity, I hope to build systems that expand access to education, improve transportation, and create opportunities for communities that have historically been excluded. Engineering, to me, is not just about solving problems; it is about choosing which problems to solve and ensuring that the solutions make a difference for everyone.

In 1962, my grandfather joined Chicago’s Cook County Hospital as a Fulbright scholar. Inspired by President Kennedy’s famous quote “ask not what your country can do for you, ask what can you do for your country,” he left a well-established life to improve medical facilities in Bhilai, India. Seeing how his decision transformed a community decades later changed my understanding of civic responsibility, and I wanted to continue supporting the community he had dedicated his life to. At the 2023 VEX Worlds Championship, I noticed that India wasn’t represented among the 80 nations participating in the event. Disappointed, I decided to refocus AceScholar, a local STEM tutoring organization I had formed with four friends, to teach robotics in India. While visiting my grandparents, I partnered with DeepPooja School, which served students from underprivileged families. Realizing their annual tuition was less than a casual meal forced me to confront how indifferently I treated resources they protected so fiercely. Despite this, their outlook remained positive. Teklal, a student, said, “Sir, I don’t have a laptop, but I will learn to build a robot.” He taught me that optimism is a mindset, not dependent on resources. We started teaching eight students in Hindi at night with unstable internet. Discouraged, my friends wanted to back out. Wanting the students to have an opportunity, I continued teaching alone. After a few weeks, my students told me, “Sir, your Hindi has improved.” I also learned to be patient through internet disruptions, adapting to find avenues to teach despite the chaos. My students’ enthusiasm to learn robotics kept me going. Soon, my friends saw the impact and wanted to rejoin. I reassigned their roles to curriculum design and fundraising. Playing to everyone’s strengths made the program stronger. We raised funds and sent robotics kits. Mentoring the students as they built robots fostered close relationships, helping me learn about their lives and culture. Over three years, we’ve touched the lives of 53 students. I’m now mentoring four freshmen to support AceScholar beyond 2026. That same commitment to extend access led AceScholar to support UN Women’s WeSTEM program, where I’m currently training 25 community college students for skill-based employment. While I’m proud to contribute to my grandfather’s legacy, leading AceScholar across cultures, languages, and time zones taught me that giving back through service is a commitment rooted in persistence, listening, and respect. Having raised in Sammamish, WA, I am extremely grateful that I have this experience to learn about lives that would not have otherwise made me as grateful for what I have and this urges my desire be kind, resepctful espcially to my parents who do so much for us and to give back to the soceity. I plan to pursue a degree in Computer science towards innovating intelligent transportation systems which will help reduce cabon emissions and imporve quality of life. I have done 3 years of research in autonomous vehicles in the University of Washington with Professor Folsom. Autonomous Vehicles would self communicating robots in the future and I hope to innovate in this space through a STEM career.

In 1962, my grandfather joined Chicago’s Cook County Hospital as a Fulbright scholar. Inspired by President Kennedy’s famous quote “ask not what your country can do for you, ask what can you do for your country,” he left a well-established life to improve medical facilities in Bhilai, India. Seeing how his decision transformed a community decades later changed my understanding of civic responsibility, and I wanted to continue supporting the community he had dedicated his life to. At the 2023 VEX Worlds Championship, I noticed that India wasn’t represented among the 80 nations participating in the event. Disappointed, I decided to refocus AceScholar, a local STEM tutoring organization I had formed with four friends, to teach robotics in India. While visiting my grandparents, I partnered with DeepPooja School, which served students from underprivileged families. Realizing their annual tuition was less than a casual meal forced me to confront how indifferently I treated resources they protected so fiercely. Despite this, their outlook remained positive. Teklal, a student, said, “Sir, I don’t have a laptop, but I will learn to build a robot.” He taught me that optimism is a mindset, not dependent on resources. We started teaching eight students in Hindi at night with unstable internet. Discouraged, my friends wanted to back out. Wanting the students to have an opportunity, I continued teaching alone. After a few weeks, my students told me, “Sir, your Hindi has improved.” I also learned to be patient through internet disruptions, adapting to find avenues to teach despite the chaos. My students’ enthusiasm to learn robotics kept me going. Soon, my friends saw the impact and wanted to rejoin. I reassigned their roles to curriculum design and fundraising. Playing to everyone’s strengths made the program stronger. We raised funds and sent robotics kits. Mentoring the students as they built robots fostered close relationships, helping me learn about their lives and culture. Over three years, we’ve touched the lives of 53 students. I’m now mentoring four freshmen to support AceScholar beyond 2026. That same commitment to extend access led AceScholar to support UN Women’s WeSTEM program, where I’m currently training 25 community college students for skill-based employment. While I’m proud to contribute to my grandfather’s legacy, leading AceScholar across cultures, languages, and time zones taught me that giving back through service is a commitment rooted in persistence, listening, and respect. Having raised in Sammamish, WA, I am extremely grateful that I have this experience to learn about lives that would not have otherwise made me as grateful for what I have and this urges my desire be kind, resepctful espcially to my parents who do so much for us and to give back to the soceity.

I never imagined that my childhood love for video games and robotics would shape my passion for computer science. More than playing video games, I was drawn to creating my own worlds and experiences. Early on, my unoptimized code delivered laggy gaming experiences. Wanting to improve, I self-learned Java, C++, and Python through YouTube, practiced algorithmic thinking through USACO, and completed a Game Design course. My younger brother is very smart. I wish he spent his time more judiciously. Seeing my brother and his friends enjoy playing games for hours but quickly getting bored solving math problems motivated me my gaming skills to create Math Duels, which creatively makes problem-solving fun. I launched this game on Roblox in Aug 2025 and has over 20,000 plays. Robotics furthered my interest in computer science. During a trip to Japan, I saw robots interacting with people as systems embedded seamlessly in daily life. I was fascinated by this robotic world. On my return, I joined VEX Robotics, where over seven years of designing and programming robots using PID and odometry taught me the fundamentals of control and systems thinking. To experience something real, I approached Dr. Tyler Folsom of the University of Washington and expressed interest in working in his autonomous tricycle lab. He accepted me to support the robotics software team where I fixed tricycle data-logger abd steering issues. Seeing my code move the tricycle made computer science appear less abstract and more real. Having established myself among undergraduates in his team and as I wanted to solve a complex problem independently, Dr. Folsom assigned me to design autonomous vehicle platooning, a futuristic concept that requires integrating algorithms, embedded systems, and real-time feedback. Researching technology for its localization and inter-vehicle communication systems, I learned how tradeoffs between cost, accuracy, and reliability shape real engineering decisions. This summer, I implemented localization on tricycles and developed AI-based pathfinding systems for autonomous ATVs, realizing the impact computer science can create. Autonomous vehicles fascinate me, as in the future they will be AI-enabled robots communicating with each other, creating safer and more sustainable transportation systems. I want to be part of this journey and innovate intelligent transportation systems. What began as curiosity in video games and robotics has grown into a passion for using computer science to design autonomous systems to solve real-world problems at scale. Reflecting on the adversities, I recall the covid times. I was twelve when we rushed to India to be with my terminally ill grandmother. When my robotics team wanted me back for States, I chose to stay, knowing there would be more tournaments but no more time with her. While Mom urged me to return to the robot, Dad encouraged my independent thinking. I realized that real-life problems are shaped by varying perspectives. For the next three months, I supported my team remotely, working on the engineering notebook until 4 a.m. After my grandmother passed, we returned home while Dad stayed back to care for my 91-year-old grandfather. As India entered another COVID wave, I heard about deaths in his community. Although I worried about Dad, I supported Mom emotionally, cared for my younger brother, and managed schoolwork independently. Through this experience, I learned to commit fully to difficult decisions, organize responsibilities under pressure, and support others with empathy.