Growing up, I knew Christ well, but as I grew older, I slowly drifted away from my faith and the path of righteousness. I tried to navigate a life without God, believing I was strong enough to carry every burden and the weight of the world myself. When my father was diagnosed with terminal stage IV lung cancer, my world fell apart around me. He passed away one year after his diagnosis. I found myself consumed by grief, depression, and hopelessness. I was more lost than I had ever been before. And then I found God, lovingly calling me back to Him. In the darkest point in my life, my heart began to change in His light. And although my circumstances weren’t any easier, God made me stronger. It was my faith in Him that gave me the power within myself to believe that my life still had purpose. I believe He led me to my current path. I believe God placed people in my life who believed in me when I could not believe in myself. One of those people was my physics professor, Professor Nomof. When I returned to community college after a seven-year gap, I carried years of self-doubt with me. I questioned whether I belonged in the classroom at all, much less in a field as challenging as physics. Yet my professor saw something in me that I could not see in myself. He challenged me, encouraged me, and continually reminded me that I was capable of much more than I believed. His confidence in me gave me confidence in myself. That confidence changed the course of my life. I graduated with honors, earned the Overall Physics Award, founded and served as president of the MJC Science Club, became a Supplemental Instruction Leader, and a Science & Math Tutor, helping students navigate the same difficult courses that had once terrified me. I also orchestrated our club’s involvement in Science Nights at my college, where we volunteered and performed exciting science demonstrations to local children and families completely free of charge. I discovered that teaching brought me more joy than any grade or award ever could. I can never seem to hold back my excitement when a student’s face lights up once they learn something new or a concept finally clicks (even in the library, where I cannot help but to cheer). It’s those little moments that remind me that education is not simply about the transfer of knowledge; it is about helping people recognize the God-given potential that has been within them all along. It is my goal to become a physics professor at a community college, where many students need help the most, overcoming obstacles much like the ones I faced. I hope to create a classroom where every student feels seen, valued, and capable of success. It’s so important to me to reach those who feel overlooked, discouraged, or convinced they do not belong in a classroom because I know exactly how it feels to be that student. I want to reflect God’s patience, compassion, and unwavering love through my teaching. Sheila Chau believed every student possessed God-given potential. That belief resonates with me so profoundly because I have lived it myself. I was the student that was lost before I was found. God restored my hope and brought me the love of others who refused to let me give up on myself. I owe everything to Him. Now, I hope to spend my life extending that same grace to my own students, believing in them until they too, feel found.

When I dropped out of community college for the second time, I never imagined that one day I would be preparing to transfer to the University of California, Berkeley to study physics. At the time, I struggled with ADHD, OCD, anxiety, depression, and the loss of my father to cancer. I felt defeated and convinced that higher education simply was not meant for someone like me. More than anything, I lacked confidence. I did not believe I belonged. That experience shaped what I want to build with my education. I want to build opportunities for students who doubt themselves the same way I once did. When I returned to Modesto Junior College, I discovered that many students carried similar fears. Some believed they were not smart enough for STEM. Others felt isolated because of their age, background, finances, or personal circumstances. I realized that intelligence was rarely the biggest obstacle. More often, students simply needed encouragement and someone who believed in them. That realization inspired me to become involved in leadership and mentorship. I founded the MJC Science Club, later serving as President, where I worked to create a welcoming environment for students from all backgrounds. Through community outreach events, science nights, and educational programs, I saw firsthand how powerful curiosity can be when people are given the opportunity to explore it. Wanting to help students even more directly, I later became a STEM tutor and Supplemental Instruction Leader. Some of my favorite moments came when students who had entered convinced they would fail left believing they could succeed. Watching someone gain confidence in themselves is one of the most rewarding experiences I have ever had. My education at UC Berkeley will help me continue building that impact. As a physics major, I will gain advanced scientific knowledge, but I will also learn from a diverse community of students and faculty who are passionate about education, mentorship, and outreach. Those experiences will help me become a stronger leader, communicator, and educator. Ultimately, I hope to become a physics professor at a community college. Community colleges provide opportunities for people whose paths are often unconventional: working adults, transfer students, first-generation students, and individuals rebuilding their lives after setbacks. I know how transformative those opportunities can be because they transformed mine. The future I want to build is one where students feel welcomed rather than intimidated, encouraged rather than discouraged, and capable rather than inadequate. Somewhere there is a future scientist, engineer, teacher, or researcher who simply needs someone to believe in them. My education is helping me become that person.

For much of my life, I felt disconnected from both education and myself. I attended community college after high school, but lacking direction or confidence in my abilities, I dropped out—twice. After losing my father to an aggressive form of lung cancer in my twenties, I reached my lowest point. I believed I had already fallen too far behind to build a meaningful future and that I had wasted my life. Slowly, I began to rebuild myself with the reminder of how deeply my father believed in me. Eventually, I made the decision to believe in myself as well, no matter how difficult that initially felt. Returning to school after a seven-year gap was one of the hardest decisions I have ever made, but it ultimately saved my life. When I re-enrolled at Modesto Junior College, I discovered not only a passion for STEM, but also a sense of purpose and belonging that I had not yet experienced. Physics especially captivated me because it challenged me to think critically, solve problems creatively, all while expanding my understanding of the world around me. What began as curiosity became something much deeper. STEM gave me confidence in myself and showed me that growth is possible at any stage of life. As I became more involved in my classes, I realized that one of the most meaningful parts of STEM was not only conquering difficult concepts but helping others believe that they too were capable of mastering them. I began working as a STEM Peer Tutor and later became a Supplemental Instruction Leader for an introductory physics course, guiding students through challenging material and helping them build lasting confidence. This summer, I am proud to continue serving in both roles. Through these experiences, I learned how important patience, communication, and encouragement are within education, especially in subjects that many students find intimidating. Wanting to create a stronger sense of community around science, I founded and became president of the MJC Science Club. What started as a small idea grew into an active organization focused on outreach, collaboration, and making STEM feel accessible and welcoming. I organized community science nights, educational events, workshops, and field trips that encouraged students and local families to engage with science in interactive ways. In 2025, our organization received my college’s Club of the Year award, an achievement that reflected our collective effort to build an inclusive and supportive STEM community. Alongside these experiences, I was recognized for my academic work in physics and received the overall Physics Award at my college this May. While these accomplishments mean a great deal to me, the most important part of my journey has been discovering how education and mentorship can transform the lives of others, just as it transformed my own. I understand now that many capable students struggle not because they lack intelligence, but because they lack support, confidence, or representation. I plan to continue my education in physics with the long-term goal of becoming a physics professor. I want to combine scientific research with teaching and mentorship, creating classrooms where students from all backgrounds feel capable of succeeding in STEM. I am especially passionate about supporting students who may feel uncertain about their place in higher education because I understand firsthand how life-changing support and community can be. To me, STEM is about far more than technical knowledge. It is a way to empower others, strengthen communities, and create opportunities for future generations. Through teaching, outreach, and service, I hope to continue using STEM not only to understand the world, but to make it better however I can.