“Innovation is seeing what everybody has seen and thinking what nobody has thought.” My name is Lauren Harris, and I am a senior who has developed a deep interest in technology through curiosity, creativity, and a commitment to making a meaningful impact. My journey into tech didn’t begin in a traditional classroom—it began with a quiet frustration. Growing up, I often noticed how the tools and systems around me weren’t built with everyone in mind. Whether it was apps that didn’t feel intuitive or technology that seemed disconnected from communities like mine, I found myself asking: Who designs these systems, and who are they really designing for? That question turned into action when I participated in a coding and game design program. At Girls Make Games, I went from being a beginner to earning first place in a global competition. I remember sitting in front of my screen, building something from scratch—something that didn’t exist until I imagined it. It wasn’t just about writing code; it was about creating an experience. For the first time, I saw technology not as something I consumed, but as something I could shape. That moment showed me that technology is one of the most powerful tools for solving real-world problems—if the right voices are involved in creating it. Since then, I’ve pursued every opportunity to deepen my understanding of technology and design. Through Black Girls Code, the SMASH program at Spelman College, and pre-college experiences at Georgia Tech and Auburn, I’ve strengthened both my technical foundation and confidence as an innovator. These experiences taught me how to collaborate, problem-solve, and think critically about how technology interacts with people. At the same time, my entrepreneurial journey as the founder of Laurence Fragrances pushed me to apply design thinking in a real-world context—developing products and understanding user needs. I was also inspired by figures like Katherine Johnson, whose contributions to NASA were overlooked, and Joy Buolamwini, whose research revealed bias in facial recognition systems. Their stories showed me that technology reflects the people who build it and reinforced my belief that diversity in STEM is essential for creating systems that truly serve everyone. These experiences have shaped my goal to pursue a career in Electrical Engineering with a focus on human-centered design. I want to create technology that is not only functional but inclusive—systems that consider people who are often overlooked. Whether improving user experiences or developing tools for underserved communities, I want my work to close gaps rather than widen them. My journey hasn’t been without challenges. Attending a Title I high school meant navigating overcrowded classrooms and limited resources. In one AP class, I was one of over 30 students, making it difficult to get individualized support. At times, I felt I had to work twice as hard just to access the same opportunities. Still, those challenges strengthened my resilience and taught me how to advocate for myself. What excites me most about the future of technology is its potential to be more human-centered than ever before. As fields like artificial intelligence and smart systems evolve, there is an opportunity to design with empathy at the core. The future of tech isn’t just about faster systems—it’s about building solutions that truly understand and serve people. I don’t just want to be part of that future—I want to help shape it.

“The future belongs to those who are brave enough to imagine it—and responsible enough to design it well.” I am a student who believes design and engineering are not just about building things, but about building trust, access, and opportunity. My name is Lauren Harris, and I plan to pursue engineering and product design to create technology that works for everyone, not just the people it was originally imagined for. Growing up, I learned that innovation is most powerful when it reflects the diversity of the world it serves. My interest in engineering started with curiosity—taking things apart, redesigning them, and asking why something worked for some people and not others. Over time, that curiosity turned into purpose. I attend a Title I high school where resources are limited but ambition is not. Balancing varsity athletics, leadership roles, entrepreneurship, and academics taught me discipline, empathy, and how to lead with intention. I learned that real leadership is not about standing out, but about lifting others with you. What motivates me most is the gap that still exists in STEM. Too often, innovation excludes the very people it claims to help. Katherine Johnson’s contributions to NASA were once overlooked, despite her calculations being essential to putting astronauts in space. Joy Buolamwini later revealed that facial recognition software struggled to identify darker-skinned faces, exposing how biased data leads to harmful technology. Even something as basic as car safety shows this pattern—crash test dummies were designed around male bodies for decades, resulting in higher injury rates for women. These examples taught me that when diverse voices are missing, the consequences are real. Because of this, my goal is to enter engineering not just as a creator, but as an advocate. I plan to study engineering and industrial design, combining technical problem-solving with human-centered thinking. I want to develop products in areas like wearable technology, medical devices, and assistive tools that consider gender, race, age, and ability from the beginning, not as an afterthought. Good engineering should feel invisible to the user, yet powerful in its impact. I already work to create impact through leadership and service. I founded my own fragrance brand, Laurence Fragrances, learning entrepreneurship, branding, and responsibility at a young age. I volunteer with organizations that support children and families, serve as a student leader across clubs and athletics, and mentor peers who feel unsure about their place in STEM. Whether on the court, in the classroom, or in the community, I lead with the belief that confidence grows when people feel seen. In my future career, I hope to design with purpose and scale. I want to work on teams that question assumptions, test inclusively, and create solutions that improve daily life for underserved communities. I see engineering as a bridge between imagination and equity. When done right, it can close gaps in healthcare, accessibility, education, and safety. The positive impact I plan to make is simple but powerful: create technology that reflects real people. By combining creativity, empathy, and engineering, I hope to help shape a world where innovation is not limited by bias, but strengthened by diversity.

“The future belongs to those who are brave enough to imagine it—and responsible enough to design it well.” I am a student who believes design and engineering are not just about building things, but about building trust, access, and opportunity. My name is Lauren Harris, and I plan to pursue engineering and product design to create technology that works for everyone, not just the people it was originally imagined for. Growing up, I learned that innovation is most powerful when it reflects the diversity of the world it serves. My interest in engineering started with curiosity—taking things apart, redesigning them, and asking why something worked for some people and not others. Over time, that curiosity turned into purpose. I attend a Title I high school where resources are limited but ambition is not. Balancing varsity athletics, leadership roles, entrepreneurship, and academics taught me discipline, empathy, and how to lead with intention. I learned that real leadership is not about standing out, but about lifting others with you. What motivates me most is the gap that still exists in STEM. Too often, innovation excludes the very people it claims to help. Katherine Johnson’s contributions to NASA were once overlooked, despite her calculations being essential to putting astronauts in space. Joy Buolamwini later revealed that facial recognition software struggled to identify darker-skinned faces, exposing how biased data leads to harmful technology. Even something as basic as car safety shows this pattern crash test dummies were designed around male bodies for decades, resulting in higher injury rates for women. These examples taught me that when diverse voices are missing, the consequences are real. Because of this, my goal is to enter engineering not just as a creator, but as an advocate. I plan to study engineering and industrial design, combining technical problem-solving with human-centered thinking. I want to develop products in areas like wearable technology, medical devices, and assistive tools that consider gender, race, age, and ability from the beginning, not as an afterthought. Good engineering should feel invisible to the user, yet powerful in its impact. I already work to create impact through leadership and service. I founded my own fragrance brand, Laurence Fragrances, learning entrepreneurship, branding, and responsibility at a young age. I volunteer with organizations that support children and families, serve as a student leader across clubs and athletics, and mentor peers who feel unsure about their place in STEM. Whether on the court, in the classroom, or in the community, I lead with the belief that confidence grows when people feel seen. In my future career, I hope to design with purpose and scale. I want to work on teams that question assumptions, test inclusively, and create solutions that improve daily life for underserved communities. I see engineering as a bridge between imagination and equity. When done right, it can close gaps in healthcare, accessibility, education, and safety. The positive impact I plan to make is simple but powerful: create technology that reflects real people. By combining creativity, empathy, and engineering, I hope to help shape a world where innovation is not limited by bias, but strengthened by diversity.

“Strength grows in the moments when you think you can’t go on, but you keep going anyway.” Some of the most important lessons in my life came from moments when things felt uncertain. When I was younger, I was labeled as unfocused and restless, and I was misdiagnosed with ADHD simply because I wasn’t being challenged. I started to believe something was wrong with me. I worked hard, yet learning felt heavier than it should have. It wasn’t until I met Mrs. Stone, a teacher who truly saw me, that everything changed. Instead of treating my curiosity as a problem, she asked deeper questions. She noticed how quickly I learned when I was engaged and how my mind constantly searched for more. Mrs. Stone helped my family realize that I wasn’t incapable—I was under-stimulated. That moment reshaped how I viewed myself. I stopped seeing my differences as flaws and started using them as fuel. That mindset followed me into every part of my life, from athletics and leadership to academics and service. It is also what helped me earn acceptance into the Engineering Honors Program at Kennesaw State University, where I plan to combine engineering and design to create solutions that serve real people. Being selected for an honors program is meaningful to me because it represents growth from a child once misunderstood to a student trusted with advanced opportunity. Another defining challenge came last June when my mother was laid off from AT&T. Overnight, stability disappeared. College savings turned into grocery lists and utility payments. Watching my mom navigate job loss while still encouraging me showed me resilience in action. I stepped up by working more hours through my internship with the local Board of Education and helping wherever I could at home, all while balancing school, sports, and leadership roles. Financially, there is little room to prepare for college. Most of what I earn supports immediate family needs, not tuition deposits. Yet, I remain committed to education because I see it as my path to long-term stability and impact. The challenges I’ve faced taught me how to adapt, advocate, and keep moving forward when circumstances change. This scholarship would not only help cover tuition and books, but it would also give me the freedom to focus on learning and innovation instead of financial stress. With support, I can continue building a future rooted in resilience, purpose, and service.

“Strength grows in the moments when you think you can’t go on, but you keep going anyway.” Some of the most important lessons in my life came from moments when things felt uncertain. When I was younger, I was labeled as unfocused and restless, and I was misdiagnosed with ADHD simply because I wasn’t being challenged. I started to believe something was wrong with me. I worked hard, yet learning felt heavier than it should have. It wasn’t until I met Mrs. Stone, a teacher who truly saw me, that everything changed. Instead of treating my curiosity as a problem, she asked deeper questions. She noticed how quickly I learned when I was engaged and how my mind constantly searched for more. Mrs. Stone helped my family realize that I wasn’t incapable—I was under-stimulated. That moment reshaped how I viewed myself. I stopped seeing my differences as flaws and started using them as fuel. That mindset followed me into every part of my life, from athletics and leadership to academics and service. It is also what helped me earn acceptance into the Engineering Honors Program at Kennesaw State University, where I plan to combine engineering and design to create solutions that serve real people. Being selected for an honors program is meaningful to me because it represents growth from a child once misunderstood to a student trusted with advanced opportunity. Another defining challenge came last June when my mother was laid off from AT&T. Overnight, stability disappeared. College savings turned into grocery lists and utility payments. Watching my mom navigate job loss while still encouraging me showed me resilience in action. I stepped up by working more hours through my internship with the local Board of Education and helping wherever I could at home, all while balancing school, sports, and leadership roles. Financially, there is little room to prepare for college. Most of what I earn supports immediate family needs, not tuition deposits. Yet, I remain committed to education because I see it as my path to long-term stability and impact. The challenges I’ve faced taught me how to adapt, advocate, and keep moving forward when circumstances change. This scholarship would not only help cover tuition and books, but it would also give me the freedom to focus on learning and innovation instead of financial stress. With support, I can continue building a future rooted in resilience, purpose, and service.

“Be the change you wish to see in the world.” — Mahatma Gandhi Entrepreneurship, to me, is more than building a business it is about building opportunity. Growing up in a rural, Title I community with limited access to resources, I learned that change does not arrive on its own. It is created by people willing to imagine better systems and act on them. That belief is what led me to entrepreneurship as a way to give back. I am the founder of Laurence Fragrances, an androgynous fragrance line I designed and launched from the ground up. What started as a creative idea became a platform for inclusion and identity. I handled everything from product design and budgeting to sourcing materials, branding, and pitching my business at the Georgia FLEX entrepreneurship competition. Winning first place at the regional level and advancing to the state competition taught me how preparation, innovation, and storytelling create impact. But more importantly, Laurence Fragrances became a way to serve people who feel unseen in traditional consumer spaces, especially those who express themselves beyond gender norms. Entrepreneurship also became a way to support my community directly. Through FLEX and local pop-up events, I mentored younger students interested in business, shared lessons on budgeting and branding, and encouraged peers to turn ideas into action. I learned that access to entrepreneurship education is just as important as capital, especially in underserved communities. Beyond business, I give back through service. I’ve raised over $10,000 for homeless outreach, earned the Gold Presidential Volunteer Service Award for over 250 service hours, and volunteered with organizations like the Southwest Georgia Children’s Alliance, Ronald McDonald House, and the Sumter Humane Society. Whether packing comfort bags for children in foster care, serving meals to families in hospitals, or supporting voter registration initiatives, I learned that leadership begins with meeting real needs. Looking forward, my academic and career goals blend entrepreneurship with engineering and design. I plan to study engineering with a focus on human-centered product development and systems design. As an entrepreneur, I want to create ventures that solve community problems from accessible transportation tools to inclusive consumer products and smart technologies that improve safety and mobility. Long term, I envision building companies that reinvest in rural communities by creating internships, mentorship pipelines, and innovation workshops for students who rarely see entrepreneurship as an option. I want to teach budgeting, prototyping, and design thinking to young people so they can build solutions for problems they experience every day. Entrepreneurship gave me a voice. Giving back is how I plan to use it.

“Leadership is not about being in charge. It’s about taking care of the people in your charge.” — Simon Sinek I learned what leadership truly meant long before I ever held a title. Growing up at a Title I school with limited resources and overcrowded classrooms, I saw how easily students can be overlooked. Instead of shrinking in those spaces, I chose to step forward not just for myself, but for the people around me who needed encouragement, opportunity, and someone willing to listen. At Sumter County High School, I served as Class President for three years and as captain or co-captain for varsity volleyball, basketball, and tennis. Balancing three back-to-back sports seasons while maintaining a 3.85 GPA taught me discipline, but leadership taught me empathy. As captain, I checked on teammates struggling academically, organized peer tutoring, and created team cultures where everyone felt valued not just the top performers. I learned that impact isn’t measured by trophies alone, but by how many people believe in themselves because you believed in them first. Beyond athletics, I founded Laurence Fragrances, an androgynous fragrance line I designed and launched myself. What began as a creative outlet became a business rooted in inclusion and identity. I handled branding, product development, budgeting, and marketing while mentoring younger students interested in entrepreneurship. Through this work, I learned how design and engineering intersect to solve real-world problems. From packaging sustainability to user experience and how innovation becomes meaningful when it serves people, not just profit. My leadership also extends into service. Through the Southwest Georgia Children’s Alliance, I assist with community outreach, advocacy events, and program support for vulnerable youth. I’ve volunteered with the Humane Society, Ronald McDonald House, One Sumter voter initiatives, and 4-H leadership programs across 41 counties. In each role, I saw how access to transportation, safe spaces, technology, and education directly shapes opportunity. These experiences didn’t just inspire me to lead; they shaped my purpose. Engineering is how I plan to deepen that impact. As an aspiring engineer with a passion for product and systems design, I want to create solutions that make communities safer, more accessible, and more inclusive. I’m especially interested in how engineering connects to everyday life from transportation systems that reduce accidents and congestion to smart products that improve health, mobility, and equity. Too often, infrastructure and technology are built without diverse voices at the table. I want to be one of those voices. In the future, I hope to design systems that improve traffic flow, pedestrian safety, and user-centered products for underserved communities. Whether it’s reimagining intersections to protect children walking to school or developing technology that better reflects diverse users, my goal is simple: engineering that sees people first. Leadership taught me how to serve. Engineering will give me the tools to scale that service. Through Innovate HER, I don’t just want to become an engineer I want to become a problem-solver, advocate, and innovator who builds communities where everyone has room to move forward.

“Diversity is being invited to the party; inclusion is being asked to dance.” – Verna Myers My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. As a young Black woman passionate about technology and design, I know firsthand the power and necessity of diverse representation in STEM. Growing up in a low-income, rural school system with limited access to advanced STEM instruction, I often found myself as the only student of color, and frequently the only girl, in advanced math or coding spaces. The absence of representation didn’t deter me it fueled me. Representation in STEM is not just about equality it is about innovation. When teams lack diversity, they also lack perspective. Without input from underrepresented communities, too many technologies are designed without real-world inclusivity. That’s how we end up with medical devices that don’t detect symptoms on darker skin, or voice recognition systems that misinterpret accents. It’s not just an inconvenience it’s a form of exclusion. This is why I’ve committed myself to entering the field of Industrial Design with a purpose: to design equitable tools and spaces that reflect the real needs of all people not just a privileged few. I want to be part of reshaping how we build, test, and implement technologies so that empathy and inclusion are central to the process. Programs like Girls Make Games, the Georgia FLEX entrepreneurship competition, and the IEEE TryEngineering Summer Institute gave me access to mentors, funding, and a platform. But what changed everything was seeing other young women of color leading and thriving in STEM. I finally saw that I belonged, too. Representation gives permission and that’s powerful. I plan to pay that forward. As I advance in my field, I’ll create mentorship pipelines for students of color and young girls who are often told that STEM “isn’t for them.” I’ll host design workshops in rural and Title I schools like mine, where I’ll show students how to prototype, code, and create solutions for problems in their own communities. Katherine Johnson, a Black female mathematician at NASA during the 1960s, was instrumental in calculating the trajectories for Project Mercury and Apollo 11. Before her contributions, the space program largely ignored or underestimated the talent of Black women in STEM. Without her precise calculations, John Glenn’s historic orbit of Earth would not have happened. In addition, A study by MIT researcher Joy Buolamwini (a Black woman in computer science) found that facial recognition software misidentified dark-skinned women up to 35% of the time, while white men had an error rate below 1%. This is because the datasets used to train these AI systems were not diverse. For decades, crash test dummies were modeled after the average adult male body. As a result, women were 73% more likely to be injured in car accidents and 17% more likely to die. It wasn’t until recent years that gender-inclusive dummies were introduced. This gap was due to the lack of gender diversity among engineers and designers in the auto industry. Diversity in STEM means we all get better solutions more just, more usable, and more human and inclusion means those solutions come from people who intimately understand the problems.

“Tennis is not just a game of skill; it is a test of patience, perseverance, and mental strength.” This lesson has been central to my journey as a student-athlete, playing varsity tennis while balancing academics, leadership roles, and extracurricular commitments. From my earliest matches to competing in regional tournaments, tennis has taught me discipline, resilience, and strategic thinking—qualities that extend far beyond the court and into every area of my life. Tennis has challenged me to manage pressure and embrace growth. Every match requires focus, quick decision-making, and adaptability. I have learned to analyze my strengths and weaknesses, adjust strategies mid-game, and respond constructively to setbacks. Losing a point or a match no longer feels like failure; it has become an opportunity to learn, refine my skills, and return stronger. This mindset has influenced how I approach academics, STEM projects, and leadership roles, teaching me that perseverance and self-reflection are essential to achieving meaningful goals. Through tennis, I have also learned the value of time management and balance. Playing three varsity sports back-to-back—volleyball, basketball, and tennis—has required careful scheduling, prioritization, and commitment. These experiences have honed my ability to tackle complex challenges, manage multiple responsibilities, and maintain high performance under pressure. I now see that dedication and consistent effort, even in the face of fatigue or competing demands, are key to success in any field. Tennis has shaped my future ambitions by reinforcing the importance of leadership and mentorship. As a team captain, I guide younger players, helping them develop skills, confidence, and sportsmanship. I take pride in fostering a supportive environment where everyone can grow and contribute. This commitment to mentorship extends into my future STEM and design career, where I plan to guide younger students, share knowledge, and empower others to innovate and succeed. The lessons I have learned from tennis also influence my approach to entrepreneurship and design. The analytical thinking required to read an opponent mirrors the problem-solving skills I use in creating Laurynce Fragrances or prototyping engineering projects. Anticipating challenges, adapting to changing circumstances, and striving for continuous improvement are strategies I apply both on the court and in STEM innovation. Ultimately, tennis has taught me that success is not measured solely by wins but by resilience, growth, and the impact we have on others. These principles shape my vision for the future: to pursue a STEM career that combines creativity, technical skill, and leadership while mentoring others and giving back to my community. Tennis has not only strengthened my mind and body but has also instilled values that guide me in every endeavor I pursue.

alculus is often called the language of change, and in the STEM field, it is exactly that—a fundamental tool that allows us to understand, model, and solve complex problems. From physics to engineering, computer science to industrial design, calculus provides a framework for analyzing patterns, predicting outcomes, and optimizing solutions. Its importance lies not only in its mathematical rigor but in its ability to translate abstract concepts into real-world applications. For me, calculus represents the intersection of logic, creativity, and problem-solving. In engineering and design, I frequently encounter situations where understanding rates of change, slopes, and curves is essential. Whether designing the mechanics of a prototype or modeling electrical circuits, calculus enables precise predictions that ensure safety, efficiency, and functionality. Without it, even the most creative design ideas could fail to function in the real world. Calculus also teaches skills that extend beyond computation. It cultivates analytical thinking, attention to detail, and persistence—qualities I have developed through navigating complex equations, problem sets, and real-world scenarios. These skills mirror challenges I face in other areas of my life, such as balancing academics, sports, entrepreneurship, and community service. The discipline of approaching a problem methodically, breaking it into parts, and working toward a solution reflects how STEM professionals solve multifaceted challenges in society. In Industrial Design, calculus helps translate conceptual sketches into functional products. For example, designing ergonomic tools, adaptive devices, or wearable technology requires understanding curves, surfaces, and spatial relationships. In Electrical Engineering, calculus allows for analyzing currents, voltages, and signal changes over time, forming the backbone of circuit design and optimization. It connects theory to tangible outcomes, bridging the gap between imagination and reality. Beyond technical application, calculus encourages innovation and experimentation. By understanding how variables interact and change, I can iterate designs more efficiently, anticipate unintended effects, and create solutions that are both elegant and practical. It is this ability to combine creativity with precision that excites me most about a STEM career. Ultimately, calculus is not just an academic requirement; it is a tool for empowerment. It equips students like me to tackle complex problems, make informed decisions, and contribute meaningfully to advancements in technology, engineering, and design. Mastery of calculus opens doors to designing products, systems, and technologies that can impact people’s lives, improve accessibility, and inspire innovation. In the STEM field, calculus is both a foundation and a bridge—connecting curiosity, creativity, and practical problem-solving in ways that shape the future.

“Faith is taking the first step even when you don’t see the whole staircase.” This quote by Martin Luther King Jr. reflects the way I have navigated life’s challenges, especially during times when my ADD made schoolwork overwhelming and my family faced financial uncertainty. Growing up with ADD, I often struggled to focus, stay organized, and manage multiple responsibilities. Tasks that seemed simple to others could feel impossible to me, and I sometimes doubted my ability to succeed. Yet my faith taught me that I am capable, even when the path ahead is unclear, and that perseverance and trust can carry me forward. These lessons were tested when my mother’s office at AT&T closed, and she lost her job. The financial strain and uncertainty were difficult for our family, and I felt the weight of needing to contribute while still maintaining my academics, extracurriculars, and sports. It would have been easy to feel discouraged, but my faith reminded me that challenges are not permanent and that I could act with determination, integrity, and hope. I focused on what I could control—improving my skills, helping my mother manage the household, and continuing to excel in school. Navigating ADD while supporting my family taught me to develop strategies grounded in discipline, organization, and creativity. I broke assignments into manageable steps, used visual and hands-on methods to reinforce learning, and created structured schedules to balance sports, academics, and community involvement. My faith encouraged me to approach each day with patience and gratitude, reminding me that small, consistent efforts would yield progress. Through this experience, I realized that faith is not just a belief but an active practice—one that requires taking steps forward even when the outcome is uncertain. It gave me the courage to take on leadership roles, mentor younger students, and pursue my passion for STEM and design despite obstacles. It also inspired me to support my community, whether through volunteer work, mentoring, or creating projects like Laurynce Fragrances, which empower individuals to express themselves confidently. Looking forward, I carry these lessons with me. I know that challenges—whether academic, personal, or financial—will arise, but faith equips me to respond with resilience, creativity, and purpose. It has shown me that obstacles are opportunities to grow, that perseverance is strengthened through trust, and that even in moments of uncertainty, I can move forward with hope and determination. My faith has not only guided me through difficulties but has become the foundation for a life committed to learning, serving others, and making meaningful contributions to my community and the world.

“Science, technology, engineering, art, and mathematics are not separate disciplines—they are tools to solve problems and create change.” This perspective inspired my decision to pursue STEAM, where creativity and technical knowledge converge to improve lives. From a young age, I was captivated by how things work—whether sketching, designing prototypes, or experimenting with circuits. I realized that the most meaningful innovations arise when art and engineering intersect, and pursuing STEAM allows me to combine my curiosity, creativity, and problem-solving skills in a purposeful way. I chose STEAM because it offers a platform to address real-world challenges with inclusive, thoughtful design. Through my work with Laurynce Fragrances, I learned how design can empower individuals who feel excluded by traditional norms. I combined chemistry, industrial design, and marketing to create a product that celebrates self-expression regardless of gender. This experience taught me that innovation is most impactful when it meets the needs of those often overlooked and fueled my desire to expand my technical knowledge to design tools, devices, and systems that improve everyday life for diverse communities. My experiences in STEM camps and programs, such as Auburn’s Industrial Design Camp and Georgia Tech’s IEEE Try-Engineering Camp, reinforced this vision. I learned to prototype solutions, work collaboratively with peers, and translate abstract ideas into functional designs. I also realized the importance of mentorship and guidance in nurturing curiosity and technical skill, inspiring me to give back by helping younger students navigate STEM challenges. The scholarship would be transformative in helping me achieve these goals. It would provide access to advanced programs, mentorship, and resources that enhance my technical skills, from prototyping to human-centered design. With this support, I could deepen my understanding of engineering principles, refine my design portfolio, and explore projects that bridge art and technology in ways that serve others. Beyond personal growth, this scholarship would amplify my ability to create opportunities for others. I plan to mentor younger students in STEM, teach them how to develop and pitch innovative projects, and inspire them to see their creativity as a tool for meaningful impact. By sharing my knowledge, I can help other students, particularly those from underrepresented communities, gain confidence in their technical and artistic abilities. Ultimately, pursuing STEAM allows me to translate curiosity into tangible solutions. It enables me to combine imagination and rigor to design products and systems that improve lives, foster inclusion, and create lasting change. With this scholarship, I will be equipped to turn my passion into action, using STEAM not only as a career path but as a platform to make a positive difference in the world. I am excited to continue exploring STEAM opportunities, expanding my brand, mentoring others, and pushing the boundaries of design and innovation to impact communities both locally and globally.

“Challenges are what make life interesting; overcoming them is what makes life meaningful.” This quote by Joshua Marine reflects my journey with ADD, a condition that has profoundly shaped both my academic and personal life. From a young age, I was restless, easily distracted, and often misunderstood. Teachers and peers sometimes labeled me as “unfocused” or “difficult,” but over time I realized that my restlessness was not a flaw—it was the result of a highly curious and gifted mind seeking stimulation. Navigating school with ADD required me to develop strategies to stay organized and disciplined. I learned to break large assignments into manageable tasks, use timers to stay on track, and create visual aids that helped me retain information. I also discovered that movement and hands-on learning, like sketching, coding, and prototyping, helped me engage fully with the material. These experiences taught me resilience, self-advocacy, and creative problem-solving—skills that now define how I approach every challenge. ADD has also shaped my aspirations. I have a deep interest in Industrial Design and Electrical Engineering, fields that allow me to combine my curiosity, creativity, and technical skills. My goal is to create inclusive products and technologies that solve real-world problems, particularly those affecting marginalized communities. I want to design solutions that account for diverse needs, from adaptive devices to user-friendly interfaces, ensuring that innovation is accessible to everyone. My personal experience with ADD has strengthened my commitment to helping others overcome obstacles. I plan to mentor younger students with similar challenges, teaching them strategies to manage their learning differences while encouraging them to embrace their unique strengths. I want them to see that a medical condition or learning difference does not limit their potential—it can fuel creativity, determination, and problem-solving. Additionally, managing ADD has helped me balance multiple passions simultaneously. I play three varsity sports, maintain strong academics, lead student organizations, and run my own small business. Learning to focus, prioritize, and stay motivated in these demanding environments has given me confidence that I can handle rigorous college coursework and ambitious projects in STEM. Looking to the future, I aim to combine my education, creativity, and empathy to make a meaningful impact in both technology and design. I hope to lead projects that improve lives, advocate for inclusive practices, and inspire others to see challenges as opportunities. ADD is not just a condition I navigate; it is a lens through which I understand persistence, innovation, and purpose. By embracing it, I have learned to approach life with focus, adaptability, and a drive to create solutions that matter.

“Sports do not build character. They reveal it.” This quote by Heywood Broun reflects how I have experienced athletics in my life—not only as a place to grow as a player but as a platform to foster leadership, teamwork, and community impact. Sports have shaped my identity, taught me resilience, and inspired me to help others find the same sense of confidence, belonging, and purpose that I discovered on the court, field, and court. I have been deeply involved in volleyball, basketball, and tennis throughout high school, often managing back-to-back practices and games while maintaining strong academics. These experiences taught me discipline, time management, and perseverance, but they also revealed the transformative power of sports for youth. I remember coaching younger players during community clinics and summer programs, seeing firsthand how a simple tip or encouragement could ignite a child’s love for the game. Watching them gain confidence, develop teamwork skills, and push past self-doubt reinforced my desire to create opportunities for youth to thrive through athletics. My vision for community impact centers on increasing access to youth sports programs, especially for children in under-resourced communities like mine. I plan to leverage my leadership experience as Class President, team captain, and STEM mentor to organize clinics, training sessions, and mentorship programs that are inclusive, engaging, and tailored to each child’s skill level. I want to teach more than techniques—I want to instill values of resilience, teamwork, and sportsmanship that extend beyond the field. Through these programs, I hope to address barriers such as lack of transportation, equipment, or affordable coaching. By partnering with schools, community centers, and local organizations, I plan to create sustainable initiatives where youth can access quality coaching and safe playing environments, regardless of their background. My goal is to help young athletes recognize their potential, not just in sports but in all aspects of life, encouraging them to pursue education, leadership, and personal growth with the same determination they bring to the game. Ultimately, I see sports as a catalyst for building stronger, more connected communities. By guiding and mentoring the next generation of athletes, I hope to empower them to develop confidence, integrity, and a sense of responsibility to others. I want my impact to ripple outward, ensuring that every child I work with not only improves in skill but also learns that hard work, teamwork, and encouragement can transform lives—just as sports have transformed mine.

“Science is not only a disciple of reason, but, also, one of romance and passion.” This quote by Stephen Hawking captures the way I experience STEM: as a blend of curiosity, creativity, and purpose. I have always been fascinated by how things work—whether sketching mechanical concepts, tinkering with circuits, or prototyping solutions to everyday problems. My curiosity ignites when I see a challenge that demands both imagination and technical understanding, and I am drawn to projects where I can design solutions that improve lives. One of the challenges I am most eager to tackle is designing inclusive technologies and products that serve diverse populations. History has shown that exclusion in STEM has tangible consequences—facial recognition systems that misidentify darker-skinned individuals and crash test dummies modeled on male bodies highlight the real-world impact of biased design. These examples fuel my commitment to human-centered design and engineering solutions that anticipate and accommodate all users. Books like Women in Science and Design Thinking for Innovators have shaped my STEM vision. They have taught me that breakthroughs often arise where creativity intersects with technical rigor, and that inclusivity in innovation is not optional—it is essential. These literary landmarks have encouraged me to combine Industrial Design and Electrical Engineering, my intended majors, so I can prototype products that are both functional and equitable. I envision a STEM career where my work directly enhances accessibility and representation. Whether designing adaptive technologies, human-centered devices, or inclusive consumer products, I aim to ensure that innovation leaves no one behind. I also plan to mentor younger students, especially those from marginalized communities, in STEM and entrepreneurship, helping them gain the skills and confidence to turn their ideas into reality. This scholarship will serve as a critical bridge connecting my ambitions to tangible outcomes. By providing access to specialized programs, resources, and mentorship, it will allow me to deepen my technical skills, expand my design portfolio, and develop a professional network that amplifies my impact. With this support, I can participate in advanced workshops, attend industry conferences, and launch projects that embody my vision of inclusive STEM innovation. Ultimately, this scholarship will fuel my journey from curious problem-solver to impactful innovator. It will enable me to create products, technologies, and programs that not only solve technical challenges but also champion equity, accessibility, and representation. I see STEM as a language for change, and with this scholarship, I will translate my curiosity, creativity, and determination into solutions that make the world more inclusive and more connected.

“Design is not just what it looks like and feels like. Design is how it works.” This quote by Steve Jobs reflects my approach to creating products that serve people, not just aesthetics. I have always been drawn to projects where creativity meets purpose, and one of my most meaningful self-initiated endeavors has been the creation of Laurynce Fragrances, an androgynous fragrance brand that helps individuals express themselves regardless of gender. I noticed that many fragrance lines are rigidly categorized as “men’s” or “women’s,” leaving people who don’t identify within these norms feeling excluded. I wanted to create something different: a product that celebrates individuality and allows people to define themselves on their own terms. Starting in September 2024, I designed, prototyped, and marketed Laurynce Fragrances entirely on my own. From sketching bottle designs to sourcing materials and experimenting with scents, I combined art, chemistry, and design thinking to create a line that is inclusive by design. Beyond the product itself, I wanted Laurynce to have a real social impact. I organized virtual workshops and social media content to encourage young people to embrace self-expression, confidence, and creativity. I shared the story of why gendered marketing can limit opportunities for self-expression, and I taught peers how to create and market their own products. The brand quickly became a platform for dialogue about inclusion, representation, and personal identity. Through this project, I learned how entrepreneurship can serve marginalized communities. I realized that innovation is not just about inventing something new—it’s about identifying unmet needs and addressing them thoughtfully. For me, that meant recognizing how traditional beauty and fragrance industries excluded people who don’t fit conventional gender norms and creating a solution that empowered them. Laurynce Fragrances continues to grow, reaching new audiences and providing a space where everyone can feel seen. This experience has reinforced my commitment to designing products and solutions that serve diverse communities and to mentoring others in STEM, entrepreneurship, and design so they too can use their skills to create inclusive solutions. Creating Laurynce Fragrances has shown me that even small-scale, self-initiated projects can have a meaningful impact. It’s not just about what you make it’s about who you serve, how you uplift others, and how you challenge societal expectations. My goal is to continue using design and innovation to give voice to those who are often overlooked, ensuring that inclusivity is a core principle in every project I pursue.

One of the issues I have been most determined to address in my community is the lack of SAT preparation resources at my high school. Sumter County High is a Title I school where most students receive free or reduced lunch, and teacher shortages have made it difficult for us to access the same academic supports that students in wealthier districts often take for granted. Our school’s average SAT score is around 860—well below the national average—limiting the college and scholarship opportunities available to my classmates. As Class President, I felt a responsibility to act. I knew that standardized tests should not define our potential, but I also understood how heavily they weigh in admissions and financial aid. Too many of my peers, despite their intelligence and drive, were being shut out of opportunities simply because they lacked preparation. I started by meeting with administrators to highlight the gap and advocate for a structured SAT prep program. When I encountered budget barriers, I looked for creative solutions, researching free and low-cost prep resources that could be realistically implemented in our school setting. With persistence, I helped secure after-school SAT practice sessions using online tools and recruited teachers and peer volunteers to lead workshops on test-taking strategies. I also organized study groups, so students could hold one another accountable and learn collaboratively. While the program is still developing, several students have already reported raising their practice scores. More importantly, there is now a stronger culture of confidence and preparation among juniors and seniors who once felt discouraged. Looking ahead, I want to expand these efforts by partnering with local colleges and nonprofit organizations to bring more structured prep courses and mentoring opportunities directly to our school. My long-term vision is to ensure that no student in my community is denied the chance to compete for college admissions or scholarships because of lack of resources. This initiative has reinforced my belief that leadership is about equity—making sure that every student, no matter where they live, has the tools to pursue their dreams.

The movie that has had the greatest impact on my life is Hidden Figures. It tells the story of Katherine Johnson, Dorothy Vaughan, and Mary Jackson. They were three Black women whose mathematical genius helped launch John Glenn into orbit and secure America’s place in the space race. Yet, for decades, their contributions were hidden behind the walls of segregation and bias. Watching their story unfold was more than just an inspiring history lesson; it was a mirror reflecting both the challenges I have faced and the possibilities I strive to create. As a young Black woman passionate about STEM, I often enter summer camps where I am one of the only faces like mine. Whether at robotics camps, coding workshops, or engineering internships, I have sometimes felt the weight of being the first or the only. Hidden Figures reminded me that I am not alone in this journey. Katherine Johnson did her calculations in rooms where no one believed she belonged. Dorothy Vaughan mastered computing systems before others even recognized their importance. Mary Jackson fought for the right to attend engineering classes denied to her because of her race. Their perseverance and excellence despite adversity give me strength to push forward when I encounter barriers of my own. The movie also showed me the importance of representation in STEM. For too long, the voices and ideas of women and minorities have been left out of the engineering process. This has real consequences. Crash test dummies, designed for men, left women more vulnerable in car accidents. Early facial recognition systems failed to recognize darker-skinned faces, exposing the dangers of bias in technology. If the world does not see diversity in the labs, at the drawing boards, or in engineering meetings, we risk designing solutions that fail to serve everyone. That is why I am pursuing a future at the intersection of Industrial Design and Electrical Engineering. Like the women in Hidden Figures, I want to bring new perspectives into rooms that have been too narrow for too long. My goal is not just to build devices or design products it is to make sure those innovations are accessible, inclusive, and meaningful to all people. Representation is not just about fairness; it is about creating better, safer, and smarter technology. Beyond STEM, Hidden Figures also taught me the power of using my voice and lifting others as I climb. I have carried that lesson into my own leadership whether serving as Class President, mentoring younger girls in STEM clubs, or volunteering with organizations that serve children in need. Every time I encourage someone who feels overlooked, I honor the legacy of the women who once walked into NASA’s halls with courage and determination. Hidden Figures changed how I see myself and my future. It reminded me that being different in a room is not a weakness it is a responsibility. Like Katherine, Dorothy, and Mary, I want to turn that responsibility into impact by proving that when diverse voices are included in STEM, we all go further, together.

When I think about my future, I see myself at the intersection of design and technology, where creativity meets engineering. That is why I plan to pursue a double major in Industrial Design and Electrical Engineering. For me, the two fields complement each other. My passion for Electrical Engineering began in the quiet moments of tinkering: soldering LED lights to copper wire to create a glowing bonsai tree, coding my first game that eventually won an international competition, or repairing a device that my brother Michael might have thrown away. Each of these experiences made me realize that electrical engineering is not just about circuits and power—it is about enabling ideas to move from sketches to tangible, working realities. Growing up in a rural Title I school, I did not always have access to the latest labs, equipment, or even enough teachers to keep class sizes balanced. But that limitation only fueled my determination to learn beyond the classroom. I joined Girls Make Games and Black Girls Code, where I met mentors and peers who helped me expand my skills in coding and hardware. I spent summers at programs like SMASH at Spelman College and ID Tech workshops, where I dove into robotics, AI, and game design. Later, I attended the IEEE Try Engineering Summer Institute at Georgia Tech, which gave me hands-on experience building and programming circuits for real-world applications. These opportunities confirmed what I had already felt instinctively—that I am at my best when I am creating solutions that blend functionality, design, and human impact. My passion for Electrical Engineering is deeply tied to service. I want to use technology to solve problems that affect people every day, especially in underserved communities like my own. When I volunteer with the Southwest Georgia Children’s Alliance, I see families struggling with limited access to resources. I imagine how low-cost engineering solutions—like solar-powered charging stations, smart lighting for safety, or accessible educational tech—could empower communities. For me, electrical engineering is not about chasing prestige; it is about giving people tools that improve their lives. At the same time, I am fascinated by how Industrial Design and Electrical Engineering work hand-in-hand. Industrial Design brings empathy into engineering by asking, How will people feel and function with this product? Without that lens, we risk creating technology that is efficient but alienating. I think of examples like early facial recognition systems that failed to identify darker-skinned individuals, or crash test dummies designed only for men that put women at greater risk. These failures are reminders that when design ignores diversity, engineering can harm instead of help. My goal is to stand at that crossroads and be an engineer who understands circuits and code, but also an innovator who designs with people at the center. Electrical Engineering excites me because it allows me to be both a problem-solver and a dreamer. I am driven by curiosity, but also by responsibility the responsibility to ensure that technology is not just built, but built to serve everyone.

“Diversity is being invited to the party; inclusion is being asked to dance.” – Verna Myers My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. As a young Black woman passionate about technology and design, I know firsthand the power and necessity of diverse representation in STEM. Growing up in a low-income, rural school system with limited access to advanced STEM instruction, I often found myself as the only student of color, and frequently the only girl, in advanced math or coding spaces. The absence of representation didn’t deter me it fueled me. Representation in STEM is not just about equality it is about innovation. When teams lack diversity, they also lack perspective. Without input from underrepresented communities, too many technologies are designed without real-world inclusivity. That’s how we end up with medical devices that don’t detect symptoms on darker skin, or voice recognition systems that misinterpret accents. It’s not just an inconvenience it’s a form of exclusion. This is why I’ve committed myself to entering the field of Industrial Design with a purpose: to design equitable tools and spaces that reflect the real needs of all people not just a privileged few. I want to be part of reshaping how we build, test, and implement technologies so that empathy and inclusion are central to the process. Programs like Girls Make Games, the Georgia FLEX entrepreneurship competition, and the IEEE TryEngineering Summer Institute gave me access to mentors, funding, and a platform. But what changed everything was seeing other young women of color leading and thriving in STEM. I finally saw that I belonged, too. Representation gives permission and that’s powerful. I plan to pay that forward. As I advance in my field, I’ll create mentorship pipelines for students of color and young girls who are often told that STEM “isn’t for them.” I’ll host design workshops in rural and Title I schools like mine, where I’ll show students how to prototype, code, and create solutions for problems in their own communities. Katherine Johnson, a Black female mathematician at NASA during the 1960s, was instrumental in calculating the trajectories for Project Mercury and Apollo 11. Before her contributions, the space program largely ignored or underestimated the talent of Black women in STEM. Without her precise calculations, John Glenn’s historic orbit of Earth would not have happened. In addition, A study by MIT researcher Joy Buolamwini (a Black woman in computer science) found that facial recognition software misidentified dark-skinned women up to 35% of the time, while white men had an error rate below 1%. This is because the datasets used to train these AI systems were not diverse. For decades, crash test dummies were modeled after the average adult male body. As a result, women were 73% more likely to be injured in car accidents and 17% more likely to die. It wasn’t until recent years that gender-inclusive dummies were introduced. This gap was due to the lack of gender diversity among engineers and designers in the auto industry. Diversity in STEM means we all get better solutions more just, more usable, and more human and inclusion means those solutions come from people who intimately understand the problems.

“The struggle you’re in today is developing the strength you need for tomorrow.” – Unknown “My name is Lauren Harris, and I am a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design with a minor in Electrical Engineering. Motivated and high-achieving students from disadvantaged backgrounds often carry an additional weight—one that stems not from lack of talent or ambition, but from barriers beyond their control. For me, growing up in a rural, Title I school system has shaped not only my resilience but also my understanding of why opportunities such as scholarships are so vital. In classrooms where overcrowding is the norm, resources are stretched thin, and where advanced academic opportunities are scarce, students like me must fight to create our own pathways. One of my earliest challenges came from being misdiagnosed with ADHD in kindergarten. My restlessness was not a lack of focus but a sign of being gifted and unchallenged. That label could have defined me, but instead, I chose to define myself. I learned to advocate for my own learning, to stay disciplined, and to prove that I could not only keep up but excel. Today, I hold A’s in advanced math and science courses including AP Calculus, College Algebra, and dual enrollment Physics and Chemistry. Financial and family circumstances have also shaped me. My mother was laid off when I was young, and our family learned how to stretch every dollar to make ends meet. That experience taught me the value of resourcefulness and persistence. My great-grandfather was a sharecropper, and my grandfather had to leave school after the eighth grade to work in the fields to support his younger siblings. Their sacrifices, and the opportunities they never had, remind me that my education is not only for myself—it is a continuation of their legacy and a step forward for my family. Living in a rural community means limited access to enrichment programs, internships, and networking that students in larger cities often take for granted. Yet, I’ve made it my mission to seek out every opportunity possible—founding my own fragrance business, competing in national STEM programs, and volunteering to serve children and families in need. Each challenge has strengthened my determination to succeed, not just for myself, but as an example for other students who feel unseen. Working for $8.50 an hour, I learned quickly that my paycheck had to stretch beyond myself. Much of what I earned went toward helping my family with bills while I set aside what I could for school expenses. At the same time, I launched Laurence Fragrances, my own fragrance line, in hopes of building something lasting. Yet, with limited funds, there was little left to reinvest in the business. These experiences taught me sacrifice, responsibility, and resilience. I learned that real success isn’t just measured in profit, but in supporting those you love while pushing forward despite limitations. Support through your scholarship would not just relieve the financial burden of pursuing higher education—it would be an investment in potential that was once overlooked. With the opportunity to continue my studies at Georgia Tech, I will merge my passion for STEM and design to create solutions that improve lives, while also opening doors for students from backgrounds like mine can rise above circumstance.

“The struggle you’re in today is developing the strength you need for tomorrow.” – Unknown “My name is Lauren Harris, and I am a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design with a minor in Electrical Engineering. Motivated and high-achieving students from disadvantaged backgrounds often carry an additional weight—one that stems not from lack of talent or ambition, but from barriers beyond their control. For me, growing up in a rural, Title I school system has shaped not only my resilience but also my understanding of why opportunities such as scholarships are so vital. In classrooms where overcrowding is the norm, resources are stretched thin, and where advanced academic opportunities are scarce, students like me must fight to create our own pathways. One of my earliest challenges came from being misdiagnosed with ADHD in kindergarten. My restlessness was not a lack of focus but a sign of being gifted and unchallenged. That label could have defined me, but instead, I chose to define myself. I learned to advocate for my own learning, to stay disciplined, and to prove that I could not only keep up but excel. Today, I hold A’s in advanced math and science courses including AP Calculus, College Algebra, and dual enrollment Physics and Chemistry. Financial and family circumstances have also shaped me. My mother was laid off when I was young, and our family learned how to stretch every dollar to make ends meet. That experience taught me the value of resourcefulness and persistence. My great-grandfather was a sharecropper, and my grandfather had to leave school after the eighth grade to work in the fields to support his younger siblings. Their sacrifices, and the opportunities they never had, remind me that my education is not only for myself—it is a continuation of their legacy and a step forward for my family. Living in a rural community means limited access to enrichment programs, internships, and networking that students in larger cities often take for granted. Yet, I’ve made it my mission to seek out every opportunity possible—founding my own fragrance business, competing in national STEM programs, and volunteering to serve children and families in need. Each challenge has strengthened my determination to succeed, not just for myself, but as an example for other students who feel unseen. Support through this grant would not just relieve the financial burden of pursuing higher education—it would be an investment in potential that was once overlooked. With the opportunity to continue my studies at Georgia Tech, I will merge my passion for STEM and design to create solutions that improve lives, while also opening doors for students from backgrounds like mine can rise above circumstance.

"I am my ancestors' wildest dreams." My name is Lauren Harris, and I am a high-achieving senior ranked in the top four of my class at Sumter County High School. I have maintained a 4.4 GPA while excelling in dual enrollment courses, varsity athletics in three sports, leadership in student government and clubs, and the responsibilities of being a business owner. I plan to attend the Georgia Institute of Technology, majoring in Industrial Design and continuing into a master’s concentration in Human-Computer Interaction. Being a first-generation college student carries deep meaning for me. My great-grandfather was a sharecropper in Southwest Georgia who worked land he would never own. My grandfather had to leave school after the eighth grade to work in the fields and help raise his younger siblings. My grandparents later found jobs in factories, laboring long hours to provide stability for the family. Their sacrifices paved the way for me, but higher education was never something they could access. To be the first in my family to attend college is not just about me—it is about fulfilling a generational dream. My journey has not been without challenges. In kindergarten, I was misdiagnosed with ADHD because of my restlessness. In reality, I was gifted but unchallenged. That early experience taught me that systems often mislabel students who do not fit a narrow mold. Instead of letting that label define me, I developed discipline, persistence, and self-advocacy—qualities that have shaped who I am today. These experiences drive me to help others who learn differently. Academically, I have thrived in STEM. I earned A’s in AP Calculus and College Algebra and am currently enrolled in College Calculus, Physics, and Chemistry—all while still in high school. STEM is more than a strength for me; it is a language through which I solve problems and innovate. My ability to master rigorous quantitative coursework demonstrates the same resilience and focus that my grandfather Otis showed in much harder conditions. For me, their perseverance lives on through equations, experiments, and designs that open doors they never had the chance to walk through. As I look forward, I draw inspiration from trailblazers who were also the first in their families to attend college. Dr. Maya Angelou, who became one of the most celebrated voices in literature; Dr. Mae Jemison, the first African American woman in space; and Shirley Chisholm, the first Black woman elected to Congress—all began their journeys breaking generational barriers. Like them, I hope to use my education not only to advance my own career but also to uplift others by designing technology that is inclusive, accessible, and transformative. If given the honor of this scholarship, I will carry forward the resilience of my great-grandfather, the sacrifice of my grandfather, and the hopes of every generation before me. My future students and peers will learn from my journey that challenges can be stepping-stones, that persistence matters more than labels, and that the dreams planted in one generation can bear fruit in the next.

"Service to others is the rent you pay for your room here on Earth." – Muhammad Ali My name is Lauren Harris, and I am a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I have maintained a 4.4 GPA while balancing dual enrollment courses, three varsity sports, leadership roles in clubs and organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design with the goal of pursuing a master’s degree in Human-Computer Interaction. But behind these accomplishments lies something deeper—the belief that true success is measured by the impact you have on others. From a young age, service has been more than an activity for me—it has been a calling. I began volunteering with Georgia 4-H, where I became a Certified Teen Leader and was elected to the Southwest District Board of Directors, representing 41 counties. Through this role, I led workshops, mentored younger students, and helped create spaces where every child felt their voice mattered. My work with 4-H extended into my community—whether it was organizing donation drives, leading educational activities, or speaking at events, I learned that leadership is not about titles, but about service. Beyond 4-H, I volunteered with the Southwest Georgia Children’s Alliance, where I supported children in crisis. Seeing the resilience of kids who faced overwhelming obstacles inspired me to keep giving more of myself. It was here that I learned how a single act of kindness—a listening ear, a donated toy, or even tutoring after school—could restore hope. These experiences collectively contributed to my earning the Gold Presidential Volunteer Service Award from AmeriCorps, an honor that recognized not only the hours I gave but the heart I poured into my work. Volunteering has also taught me to see service not as charity, but as justice. Many of the children and families I serve come from backgrounds like my own—first-generation, underserved, and overlooked. Growing up in a Title I school with teacher shortages and limited resources, I know what it feels like to be left behind. That is why I serve: because I want others to know they are not forgotten, and that their circumstances do not define their future. Looking ahead, my dream is to establish a nonprofit dedicated to empowering disenfranchised and underserved communities. Through this organization, I plan to merge my passions for design, technology, and service to create programs that address educational inequities, provide mentorship, and inspire the next generation of leaders. I want to create innovation labs where young people—especially those from low-income and minority backgrounds—can explore STEM, design solutions for real-world problems, and see themselves as changemakers. As a future teacher, mentor, and leader, I will share these experiences with my students. They will learn from me that resilience is built in the face of struggle, that leadership is rooted in service, and that their voices have the power to shape change. I will remind them of the children I worked with in the Children’s Alliance who taught me courage, of the 4-H members who showed me community, and of the award that symbolized not recognition, but responsibility. This scholarship would not only relieve financial burdens, but it would allow me to continue walking this path of service. It would be an investment in someone who does not see education as an end in itself, but as a means to uplift others. With your support, I will continue to serve, teach, and inspire—because when hearts are committed to service, minds are empowered to teach.

"Service to others is the rent you pay for your room here on Earth." – Muhammad Ali My name is Lauren Harris, and I am a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I have maintained a 4.4 GPA while balancing dual enrollment courses, three varsity sports, leadership roles in clubs and organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design with the goal of pursuing a master’s degree in Human-Computer Interaction. But behind these accomplishments lies something deeper—the belief that true success is measured by the impact you have on others. From a young age, service has been more than an activity for me—it has been a calling. I began volunteering with Georgia 4-H, where I became a Certified Teen Leader and was elected to the Southwest District Board of Directors, representing 41 counties. Through this role, I led workshops, mentored younger students, and helped create spaces where every child felt their voice mattered. My work with 4-H extended into my community—whether it was organizing donation drives, leading educational activities, or speaking at events, I learned that leadership is not about titles, but about service. Beyond 4-H, I volunteered with the Southwest Georgia Children’s Alliance, where I supported children in crisis. Seeing the resilience of kids who faced overwhelming obstacles inspired me to keep giving more of myself. It was here that I learned how a single act of kindness—a listening ear, a donated toy, or even tutoring after school—could restore hope. These experiences collectively contributed to my earning the Gold Presidential Volunteer Service Award from AmeriCorps, an honor that recognized not only the hours I gave but the heart I poured into my work. Volunteering has also taught me to see service not as charity, but as justice. Many of the children and families I serve come from backgrounds like my own—first-generation, underserved, and overlooked. Growing up in a Title I school with teacher shortages and limited resources, I know what it feels like to be left behind. That is why I serve: because I want others to know they are not forgotten, and that their circumstances do not define their future. Looking ahead, my dream is to establish a nonprofit dedicated to empowering disenfranchised and underserved communities. Through this organization, I plan to merge my passions for design, technology, and service to create programs that address educational inequities, provide mentorship, and inspire the next generation of leaders. I want to create innovation labs where young people—especially those from low-income and minority backgrounds—can explore STEM, design solutions for real-world problems, and see themselves as changemakers. As a future teacher, mentor, and leader, I will share these experiences with my students. They will learn from me that resilience is built in the face of struggle, that leadership is rooted in service, and that their voices have the power to shape change. I will remind them of the children I worked with in the Children’s Alliance who taught me courage, of the 4-H members who showed me community, and of the award that symbolized not recognition, but responsibility. This scholarship would not only relieve financial burdens, but it would allow me to continue walking this path of service. It would be an investment in someone who does not see education as an end in itself, but as a means to uplift others. With your support, I will continue to serve, teach, and inspire—because when hearts are committed to service, minds are empowered to teach.

"To know what is right and not do it is the worst cowardice." — Confucius From launching my own fragrance business to serving as Class President and captain of three varsity sports teams, every leadership decision I make is rooted in my personal code: integrity over popularity, people over profit, and progress over perfection. In the business world, where pressure to succeed often tempts shortcuts, I am committed to navigating with purpose, responsibility, and ethics. My beliefs were shaped by growing up in a Title I school district in rural Georgia, where access to resources is limited but the community spirit is strong. I’ve watched families struggle, and I’ve seen how a single unethical decision—like misuse of public funds or corporate greed—can have ripple effects on vulnerable populations. Those experiences have deepened my commitment to fair business practices that prioritize transparency and social impact. As a future business leader, I will not just seek to grow a company; I will seek to uplift the communities that company serves. I started Laurence Fragrances, my own line of androgynous scents, not to chase profit, but to challenge outdated gender norms in the beauty industry. Every bottle I’ve designed is a quiet protest against a system that tells people how they should smell, look, or live based on labels. Ethics to me means using entrepreneurship as a platform for inclusion—not just for branding, but in hiring, decision-making, and representation. That means sourcing ethically, paying fair wages, and being mindful of sustainability, even when it costs more. In every leadership position—from STEM Ambassador for 4-H to Southwest Georgia Children's Alliance volunteer—I’ve learned that business is fundamentally about relationships. People remember how you make them feel. I believe that respect is not optional, and that success built on exploitation is not success at all. I want to lead with empathy, because empathy drives innovation. It’s what helps you understand the unmet needs of a customer, a teammate, or a community. My values also guide how I handle setbacks. As a Black girl in tech and design spaces, I’ve been underestimated more times than I can count. But instead of shrinking, I’ve learned to use those moments as fuel—to work harder, lead louder, and lift others up with me. I plan to carry that same resilience and sense of justice into the business world, mentoring underrepresented entrepreneurs and advocating for inclusive policies in the boardroom. Ultimately, I believe that ethical leadership isn’t just about following rules—it’s about having the courage to challenge broken systems, to say “no” when it’s inconvenient, and to build something that lasts because it’s built the right way. I want to be the kind of leader who opens doors, keeps them open, and helps others walk through. My beliefs, values, and ethics aren’t a separate layer of who I am as a businessperson—they are the foundation. With them, I will not just do business. I will do good business.

1. What qualities or experiences make you a “YOU GOT IT GIRL”? And why do you believe this YGIG Scholarship will help you achieve your goals? I’m a “You Got It Girl” because I never wait for permission to lead—I lead because I must. As a first-generation student raised in a Title I district, I’ve learned to turn scarcity into innovation. I launched my own androgynous fragrance business, Laurence Fragrances, taught myself to code through Girls Make Games, and became Class President while competing in three varsity sports. Whether I’m running a campaign or racing down the court, I bring resilience, creativity, and purpose to everything I do. The YGIG Scholarship would help relieve the financial burden on my family and allow me to focus on excelling at Georgia Tech, where I plan to major in Industrial Design with a concentration in Human-Computer Interaction. 2. Tell us about the sport(s) you compete in, how long you’ve been involved, and any accomplishments or awards you’ve received during your athletic career. I play volleyball, basketball, and tennis—three back-to-back varsity sports since freshman year. I serve as Co-Captain of the volleyball and basketball teams, and I’m Captain of the tennis team. I’ve led my basketball team to regionals and earned recognition for my leadership and team spirit on and off the court. Sports have taught me how to push through exhaustion, communicate under pressure, and show up even when no one’s watching. They’ve kept me focused, grounded, and proud of my physical and mental growth. 3. Can you share a time when you faced a challenge or setback, and how you turned that experience into a moment of growth and empowerment? In kindergarten, I was misdiagnosed with ADHD. I wasn’t distracted—I was gifted, bored, and under-challenged. That label stuck with me for years and made me feel like I had something to prove. But instead of letting it define me, I used it as fuel. I became my own advocate. I joined coding camps, STEM programs, and business competitions, winning state and national honors. The greatest empowerment came from redefining myself—on my own terms—and now I mentor others who feel unseen. 4. Who is someone you admire and look up to, and what is it about them that inspires you? I admire Maggie McGruder, my mentor and the CEO of the Southwest Georgia Children’s Alliance. As a Black woman in industrial design and a graduate of Auburn University, she’s shown me what’s possible beyond what I can see in my daily life. She guides me not just in career decisions, but in staying grounded and mission-driven. Her balance of professionalism, compassion, and advocacy for underserved youth reminds me that success is not about titles—it’s about impact. 5. At YGIG, we believe in backing future athletes who are building toward something bigger. How would this scholarship support your journey? This scholarship would help me invest in tools, tech, and travel—things I currently stretch to afford. Whether it’s replacing worn-out tennis shoes, covering hotel costs for tournaments, or saving for design software and college fees, this award would be a bridge toward my dream: becoming an industrial designer who creates inclusive, human-centered tech for underserved communities. With your help, I can focus less on the “how” and more on the “why.”

“If they don’t give you a seat at the table, bring a folding chair.” – Shirley Chisholm My name is Lauren Harris, and I am a first-generation college-bound senior ranked in the top 4 of my class at Sumter County High School, a Title I school in rural Georgia. Despite systemic challenges like overcrowded classrooms, limited AP course offerings, and a lack of SAT prep resources, I have pushed myself to create my own opportunities. I have sought advanced learning experiences, launched a gender-inclusive fragrance company, and taken on leadership roles across academics, athletics, and community service. Each of these experiences has taught me valuable lessons about resilience, adaptability, and service. One of the defining opportunities of my high school journey was participating in the Georgia FLEX (Foundational Leadership and Entrepreneurship Experience) program. FLEX is a statewide entrepreneurship competition where students develop and pitch business ideas. I entered with my startup, Laurence Fragrances, a line of gender-inclusive fragrances designed to challenge norms around gender and identity. I created every element myself—from the scent formulations to the branding and business plan. After months of preparation, I won 1st place regionally and advanced to the state finals, where I placed 3rd. Initially, I was disappointed not to win the top prize, but FLEX taught me that the real value is in the journey. I learned how to refine an idea, accept constructive criticism, and communicate with confidence. More importantly, I saw how my business could spark conversations about inclusion and individuality, even in communities where those conversations are often uncomfortable. I’ve also gained valuable experience through internships. Most recently, I secured a competitive paid internship through the Ignite College and Career Academy as an IT Systems Design Researcher. Working eight hours a week, I assist with technical support, hardware and software maintenance, and research tasks like data collection and testing new solutions. This role has strengthened my problem-solving skills and shown me how much I enjoy combining technical expertise with user-centered design. I also interned with Vallnez Mozell Designs in New York, where I researched and developed design concepts. Each internship has helped me understand the importance of curiosity, precision, and teamwork in any professional setting. Volunteerism has been just as central to my growth as academics and work experience. As a Certified Teen Leader and board member for Georgia 4-H’s Southwest District, I organized community service projects, mentored younger students, and competed in public speaking competitions, earning 1st place at the district level. I also volunteer at the Ronald McDonald House, organize voter registration drives, and serve as a Student Ambassador, mentoring middle school students about leadership and the positive impact of sports. Through these roles, I learned that leadership is not about titles but about making others feel seen and empowered. The mentors in my life—like Dr. Crystal Perry, my 4-H director, and Coach Sherrie Harris, my varsity basketball coach—have believed in me even when I doubted myself. Their encouragement has motivated me to give that same belief to others. They’ve taught me that the greatest impact we can have is by lifting others as we climb. Looking ahead, I plan to major in Industrial Design at Georgia Tech and earn a master’s in Human-Computer Interaction. My goal is to design products and technologies that solve real problems in underserved communities. This scholarship would help me pursue my education without the financial burden that often limits first-generation students like me. More importantly, it would allow me to continue developing into a leader who uses design and technology to create lasting change.

“Design isn’t just what it looks like and feels like. Design is how it works.” — Steve Jobs I fell in love with design not in a studio, but on the sidelines—between late-night volleyball practices, team leadership meetings, and coding game prototypes. Design showed up for me as the quiet force that could make people feel seen, heard, or overlooked. As a future industrial designer, my goal is to create spaces, tools, and products that reflect humanity—not erase it. That purpose is exactly why I believe I embody the Luminaut values and why I’m so excited to grow as both a creative and a changemaker. Humble yet hungry. I attend a Title I school where only four AP classes are offered, and most students—myself included—must find resources beyond the classroom to succeed. I’ve pursued dual enrollment at local colleges, summer STEM programs like SMASH at Spelman, and national competitions like Georgia FLEX, where I placed first regionally for a wearable design concept. I’m hungry to learn and improve, but I never assume I’ve arrived. Every new environment humbles me—whether it's a design internship in New York, volunteering with the Ronald McDonald House, or helping a teammate recover after a tough game. I listen. I reflect. I grow. Focused yet fun. As class president and captain of three varsity sports, I know how to focus when it counts. I balance deadlines, team morale, and my own academic goals with precision. But I also bring joy into every space I enter—whether that’s organizing team bonding events, choreographing TikToks with my robotics club, or hand-painting packaging for Laurence Fragrances, the scent line I launched to challenge gender stereotypes. Design thrives when creativity isn’t afraid to laugh, dance, or think differently. Super yet human. I’ve been called a “super student”—founder, athlete, volunteer, entrepreneur—but behind the awards and leadership roles is a girl who was once misdiagnosed with ADHD because she was too curious for the pace of her kindergarten classroom. I’ve faced burnout. I’ve felt overlooked. And I’ve learned that strength doesn’t come from being flawless—it comes from being honest, resilient, and kind. My mom’s recent layoff has made college less certain financially, but more certain in purpose. I’m not just doing this for me. I’m doing it for every kid who’s been underestimated. I want my work as a designer to reflect both innovation and empathy. In the future, I plan to major in Industrial Design and eventually pursue a master’s in Human-Computer Interaction. I’m especially passionate about inclusive design—using research and empathy to build products and experiences that work for people of all backgrounds, abilities, and cultures. I plan to travel to Japan again after high school to study how their commitment to universal design can inspire new standards here in the U.S. To me, being a Luminaut means never losing your sense of purpose or people. I’ll bring curiosity to the table, joy to the process, and heart to every decision. I’m ready to build a future that’s not only beautiful, but meaningful—for everyone who interacts with what I create.

“Leadership is not about being in charge. It’s about taking care of those in your charge.” – Simon Sinek Science and leadership shape the future most powerfully when they work together—when innovation is driven not just by what is possible, but by what is purposeful. As a future industrial designer, I’ve learned that design decisions—whether inclusive or biased—can ripple across generations. My mission is to be a designer who doesn’t just build products, but builds trust, safety, and dignity into every detail. I often reflect on how the absence of inclusion in STEM can cause real harm. Joy Buolamwini’s MIT study exposed racial bias in facial recognition systems, which misidentified darker-skinned women at a staggering rate. Car crash dummies, historically modeled on male bodies, have contributed to higher injury rates for women. And for decades, NASA relied on the calculations of Katherine Johnson, a Black woman whose brilliance went unrecognized until history caught up. These aren’t just facts to me they are fuel and are examples of how leadership in science has shaped the future. As it relates to my journey from a small town in South West Georgia, I found that STEM and Science resources are scarce and opportunities to lead were scarce but I didn’t let that define me. I took dual enrollment courses, pursued summer STEM academies, and competed in national innovation competitions like Georgia FLEX, where I placed first in region. I launched Laurence Fragrances, an androgynous scent line that challenges gender norms through product design. Through it all, I led serving as class president, 4-H board director, and captain of three varsity teams balancing academics, athletics, and entrepreneurship with the belief that leadership means lifting others as you climb. Science shapes the tools of tomorrow. Leadership ensures those tools serve everyone. I believe our future depends on creators who are as emotionally intelligent as they are technically skilled. This approach to science and leadership will ensure that all communities are included in future solutions and future innovations in science included all segments of the population including, disenfranchised, overlooked and underserved communities.

“Strength doesn’t come from what you can do. It comes from overcoming the things you once thought you couldn’t.” — Rikki Rogers My name is Lauren Harris, and I am a senior at Sumter County High School ranked in the top 4 of my class with a 4.4 GPA. But those numbers only scratch the surface of the path it took to get here. Behind every accolade is a challenge I’ve turned into purpose and that’s what I carry into my future as I pursue a career in Industrial Design. In kindergarten, I was misdiagnosed with ADHD. I wasn’t inattentive I was unchallenged. What others saw as hyperactivity was really a gifted mind craving stimulation. For years, I struggled with the labels and expectations placed on me, especially in a school system that lacked the resources to fully support students like me. I attend a Title I public high school in rural Georgia, where overcrowded classrooms and limited STEM instruction are the norm. Advanced placement courses are rare, and there’s no SAT or ACT prep offered. Still, I pushed forward. When my mother was laid off from her job during my junior year, it added another layer of pressure. I began working more hours on my small business—Laurence Fragrances, an androgynous scent line I created to challenge gender norms and provide inclusive products. I used the proceeds to support household needs and fund my own college preparation. The financial instability wasn’t easy, but it taught me resilience, budgeting, and how to advocate for myself. Despite these challenges, I’ve remained deeply involved in school and my community. I’ve been Class President for three years, Captain of the Varsity Tennis Team, and Co-Captain of the Basketball and Volleyball Teams. I’ve led student government initiatives, including SAT prep workshops and improved lunch options. I’ve also logged over 300 community service hours, volunteering with organizations like the Ronald McDonald House, Southwest Georgia Children’s Alliance, and Race to the Polls, where I helped register voters and advocate for civic engagement. My passion lies in Industrial Design because it’s where creativity, empathy, and problem-solving collide. I want to design inclusive products and technologies that serve overlooked communities—tools that consider all races, genders, and abilities from the start. Eventually, I plan to pursue a master’s degree in Human-Computer Interaction to build user-centered systems that are as equitable as they are innovative. I’ve been fortunate to participate in several summer pre-college programs to prepare me for college and career to follow. Attending residential honors programs over the summer at Spellman College not only taught me code, create a product then promote and pitch it; but I learned the value of support systems within HBCU's and how encourage and empower others like me. These experiences confirmed that I belong in this field not just as a student, but as a future leader and mentor to others like me. This scholarship would ease the financial burden that still weighs heavily on my family. It would allow me to afford application fees, travel to campus visits, and purchase the design tools and software required for my major. More than anything, it would serve as a vote of confidence that who I am and where I come from matters and that others believe in the change I want to create. Receiving the Crown to L Scholarship would help me continue transforming struggle into purpose, and setbacks into service.

“Strength doesn’t come from what you can do. It comes from overcoming the things you once thought you couldn’t.” — Rikki Rogers My name is Lauren Harris, and I’m a high-achieving senior at Sumter County High School, ranked in the top 4 of my class with a 4.4 GPA. I’ve balanced dual enrollment college coursework with three back-to-back varsity sports, leadership in student government, and running my own fragrance business all while navigating personal and financial hardship. I plan to attend Georgia Tech, major in Industrial Design, and continue into the Human-Computer Interaction master’s program. But what defines me most is not my résumé it’s the resilience I’ve built along the way. Growing up in a Title I school with limited resources, I often felt the weight of systems that weren’t built for students like me. In kindergarten, I was misdiagnosed with ADHD. My restlessness wasn’t a disorder—it was a gift misread in a classroom lacking support for gifted learners. That mislabeling taught me early on how easily potential can be overlooked without empathy and understanding. I also experienced the toll of financial instability. When my mother lost her job, I had to become more than a student—I became a contributor. I poured time into my business, Laurence Fragrances, an androgynous scent line I created to promote inclusion and self-expression. I used the profits to pay for supplies, help at home, and fund college readiness efforts. It was never easy, but it taught me that innovation can grow from struggle, and purpose can be born from pressure. While academics and entrepreneurship sharpened my discipline, it was sports that shaped my character. As a varsity athlete in tennis, volleyball, and basketball, I’ve learned what it means to lead with heart. I’ve been named Defensive Player of the Year, led my basketball team in rebounds and free-throw percentage, and earned awards for maintaining the highest academic average on my team. But more importantly, I’ve served as Co-Captain for basketball and volleyball and Captain for tennis—not because I was the loudest voice, but because I was the most consistent. Whether it’s helping a freshman teammate manage pregame anxiety or rallying my team after a loss, I lead by showing up—early, prepared, and positive. Sports has given me the platform to mentor others, especially young women who doubt their place in leadership. I also serve as a Student Ambassador, speaking at schools and leading discussions on how athletic discipline can transfer to every area of life. What I’ve learned on the court goes far beyond any scoreboard. Community service is a constant in my life. I’ve volunteered over 300 hours, earning the Gold Presidential Volunteer Service Award. I’ve worked with the Ronald McDonald House, Southwest Georgia Children’s Alliance, and served as a lead coordinator for the “Race to the Polls” voter registration campaign, encouraging civic engagement among youth. My passion for Industrial Design is rooted in the desire to solve real-world problems for real people. I want to build accessible, inclusive products for underserved communities. Through design, I’ll create tools that empower—not exclude. I’ve already begun this work through entrepreneurship and plan to scale my impact through a degree that merges empathy, creativity, and engineering. Receiving the Kalia D. Davis Memorial Scholarship would ease the financial strain on my family and help me afford the tools, travel, and resources necessary to pursue this path. More than that, it would be an affirmation that my story, my setbacks, and my service matter. With your support, I will continue using every platform—athletics, design, and community engagement—to uplift others and lead with compassion.

“The best way to find yourself is to lose yourself in the service of others.” – Mahatma Gandhi My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design, and continue into the master’s program with a concentration in Human-Computer Interaction. But beyond academics and entrepreneurship, one of the most defining parts of who I am is my commitment to service. One of the most meaningful ways I’ve helped others in need has been through my work with the Southwest Georgia Children’s Alliance. This organization supports children who have experienced abuse, neglect, or instability, and it provides critical services like advocacy, counseling, and education. I started volunteering there because I wanted to use my time to make a real difference in my community, especially for vulnerable young people who often go unseen. At the Alliance, I assist with everything from preparing materials for educational workshops to helping coordinate community events that raise awareness about child abuse prevention. One experience that stands out was helping organize a community back-to-school drive. Many of the children served by the Alliance don’t have basic school supplies or even proper clothing to start the year. I worked alongside staff to collect donations, sort supplies, and distribute them to families in need. The joy and relief on the faces of children receiving a new backpack or fresh set of notebooks reminded me how even small acts of kindness can have a lasting impact. My work doesn’t stop with local volunteering. I’ve also raised over $10,000 to support the homeless through various initiatives and have actively participated in minority voter registration drives. Through each of these experiences, I’ve learned that helping others isn’t always about grand gestures. It’s about showing up, listening, and using your skills whether it’s organizing, advocating, or simply offering encouragement—to lift someone else up. These experiences have strengthened my resolve to pursue a career in Industrial Design that prioritizes inclusion and social impact. I want to design products and systems that address real needs, particularly for underserved and marginalized communities. And I plan to continue volunteering and mentoring young people, especially girls and students of color, to show them that they, too, can lead and serve in ways that matter. Helping others has shaped my values, my future goals, and my understanding of what it means to make a difference. I believe that when we serve others, we discover our true purpose—and I am determined to keep answering that call.

“We do not inherit the earth from our ancestors, we borrow it from our children.” — Native American Proverb My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while balancing dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology to major in Industrial Design, followed by a master’s in Human-Computer Interaction. I chose this path because I believe design is a powerful tool for creating solutions that are not only functional and beautiful, but sustainable, inclusive, and life-changing. Sustainability must be a priority in Industrial Design because the things we create products, spaces, systems shape the future of our environment. Every choice a designer makes, from material selection to manufacturing processes to end-of-life disposal, leaves a footprint. And far too often, that footprint has been harmful. Our planet is straining under the weight of overconsumption, waste, and pollution, much of it driven by short-term thinking in design and production. Industrial designers have the power and the responsibility to shift that narrative. By making sustainability a core principle rather than an afterthought, we can create products and systems that meet human needs while protecting natural resources and reducing harm. I see myself as part of this shift. My dream is to work at the intersection of Industrial Design and technology to create sustainable solutions for underserved communities those who are often left out of environmental conversations but are among the most impacted by environmental harm. Growing up in a low-income, rural community, I saw firsthand how environmental injustice works: unsafe water supplies, illegal dumping, and poorly maintained infrastructure disproportionately affect communities like mine. That’s why I am passionate about designing products and systems that make sustainability accessible not a luxury for the few, but a right for all. For example, I envision designing modular, low-cost urban garden systems that help address food deserts while promoting local, sustainable food sources. I am interested in creating water filtration tools tailored for rural households that struggle with clean water access, using materials that are locally sourced and biodegradable. And through my master’s focus in Human-Computer Interaction, I want to develop educational technologies and apps that empower communities to monitor their environmental impact and advocate for green policies. One of my greatest influences has been Katherine Johnson, whose overlooked work at NASA proved that the right mind in the right moment can change history. Like Johnson, I want to bring my skills to the table in a way that solves real-world problems, especially those that disproportionately affect marginalized groups. I also draw inspiration from people like Joy Buolamwini, whose work exposed the bias in facial recognition software Looking ahead, I hope to open a design lab focused on sustainability for low-income and rural communities. This lab would not only create solutions but train young designers, particularly girls and students of color, in sustainable design thinking. My goal is to mentor future green leaders, paying forward the guidance I’ve received and helping others. Sustainability in design isn’t just about reducing harm it’s about imagining a better way to live and then building it. As an Industrial Designer, I want to lead with empathy, creativity, and a deep respect for the earth and all who inhabit it. I believe that through thoughtful, inclusive design, we can reduce environmental impact, uplift communities, and create a future that is more just, resilient, and green.

“The Earth is what we all have in common.” — Wendell Berry My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while balancing dual enrollment courses, varsity athletics in three sports, leadership in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend the Georgia Institute of Technology to major in Industrial Design, followed by a master’s in Human-Computer Interaction. My goal is to use my education and skills to design solutions that uplift underserved communities including solutions to one of the environmental challenges I’m most passionate about: environmental justice for low-income and rural communities. My passion for this issue began with a personal experience. I grew up in a rural area where we don’t always think of ourselves as part of the “environmental movement,” but where we see firsthand how environmental decisions impact our daily lives. One summer, I volunteered with a community cleanup effort along a neglected stretch of riverbank that winds near my town. I was shocked at how much trash and chemical runoff had built up in that area not just because it was unsightly, but because it reflected something deeper: the way underserved communities are often left out of conversations about environmental health and protection. That experience opened my eyes to the connection between poverty, race, and environmental harm and planted a seed in me to help change it. The root causes of environmental injustice are deeply tied to systems of inequality. Low-income neighborhoods and rural communities like mine often bear the brunt of pollution, poor infrastructure, and unsafe water supplies, while having the fewest resources to address these challenges. Decisions about zoning, industrial siting, and public works investment have historically prioritized wealthier, urban, and predominantly white areas leaving marginalized communities exposed and voiceless. I believe that design especially industrial design combined with human-centered technology an be a powerful tool for addressing these disparities. That’s why I am pursuing Industrial Design at Georgia Tech, with plans to continue into Human-Computer Interaction. Through this academic path, I will gain the skills to create products, systems, and technologies that serve vulnerable communities, making sustainability and environmental health more accessible. Whether designing water filtration devices for families with unsafe tap water, creating modular community gardens for food deserts, or developing educational apps that teach environmental stewardship to rural youth, I want my work to have a tangible, local impact. Beyond my education, I see community involvement as essential. I plan to partner with grassroots organizations and schools to lead design-thinking workshops that help young people in rural and low-income areas see themselves as problem-solvers. I want students like me to realize that environmental advocacy isn’t just for scientists or politicians it’s for anyone with a creative idea and the drive to make it happen. Through mentorship programs, I hope to encourage the next generation of designers and technologists from underrepresented communities to use their talents for environmental good. My long-term career goal is to found a design and innovation lab that works directly with underserved communities to co-create solutions that meet both environmental and social needs. Too often, products meant to help are designed far away from the communities they’re supposed to serve, with little input from the people most affected. I want to change that by centering local voices in the design process and ensuring that sustainability is not a luxury, but a right. What gives me hope is seeing how young people especially those from marginalized backgrounds are stepping up as leaders in environmental advocacy. From local community garden projects to national youth climate movements, I see a generation that refuses to accept injustice as inevitable. I want to be part of that momentum. I want to help create change that is practical, inclusive, and lasting change that starts at the grassroots and grows upward. Environmental justice is about more than clean air and water. It’s about dignity. It’s about ensuring that no one’s health, safety, or future is compromised because of where they live or what they look like. Through my education in Industrial Design and Human-Computer Interaction, my community work, and my future career, I am committed to designing a better world one where everyone, regardless of income or zip code, has access to safe, healthy, and sustainable living. Thank you for considering my application.

“Your mental health is just as important as your physical health.” – Unknown In kindergarten, I was misdiagnosed with ADHD. My restlessness, constant questioning, and refusal to sit still in class were labeled as disruptive rather than curious. What I now understand is that I wasn’t hyperactive—I was gifted and unchallenged in a traditional classroom that didn’t know how to support me. That misdiagnosis followed me for years, shaping how teachers interacted with me and how I saw myself. I internalized the idea that something was “wrong” with me when in reality, I just learned differently. This early misunderstanding of my mind deeply influenced my beliefs. I learned that mental health is not about fitting into narrow definitions it’s about understanding and supporting the unique way each person processes the world. My experience made me an advocate for those who feel unseen or misjudged. I’ve learned to give people grace, to look beneath the surface, and to create space for others to grow without shame. In my relationships, this awareness has made me more empathetic and patient. I gravitate toward people who feel out of place or overlooked because I know what that feels like. Whether I’m mentoring younger students through 4-H or co-captaining my sports teams, I lead with compassion. I’ve learned that encouragement can be life-changing when someone is struggling to believe in themselves. My experience also directly shaped my career path. I plan to pursue a degree in Industrial Design at Georgia Tech and then earn a master’s in Human-Computer Interaction. I want to create tools, products, and environments that are inclusive of people with neurodivergence, physical disabilities, and mental health challenges. I believe design should be intuitive and human-centered, not one-size-fits-all. From classroom furniture that supports focus and movement, to apps that help track emotional well-being without shame, there’s a world of opportunity to build systems that honor the mind’s diversity. Mental health has also taught me resilience. Navigating school as a student-athlete in a Title I district with limited resources while managing academic pressure and emotional stress hasn’t been easy. But each challenge strengthened my determination. My mom’s recent job loss added financial strain, but I’ve kept my goals in sight. I run a small business to support my college fund, maintain a 4.4 GPA, and still show up every day for my teams and my community. I want to be the kind of designer and the kind of person who creates space for others to thrive. Not despite their challenges, but because of them. My journey has taught me that struggle doesn’t diminish worth—it reveals strength. And I plan to carry that lesson into every product I design, every young girl I mentor, and every voice I uplift.

“Design is not just what it looks like and feels like. Design is how it works.” – Steve Jobs The year is 2040. A girl in a small rural town straps on a voice-activated haptic glove that helps her communicate with her non-verbal sibling. In another city, a young Black woman wearing adaptive augmented reality glasses navigates a university campus, where the interface adjusts for her neurodiversity. A teenage boy with limited internet access finishes a coding module offline using an interactive learning device that syncs when Wi-Fi returns. All three are using technology not only designed for them but designed by someone who knows what it’s like to be left out. That’s the world I want to help build. My name is Lauren Harris, and I am a high-achieving senior at Sumter County High School ranked in the top 4 of my class, maintaining a 4.4 GPA while competing in three varsity sports, leading multiple clubs, and running my own small business, Laurence Fragrances. I plan to pursue a degree in Industrial Design at Georgia Tech, followed by a master’s in Human-Computer Interaction. Through this pathway, I intend to create inclusive products that elevate everyday experiences for overlooked communities—because I’ve lived that life myself. Coming from a single-income, low-income household, I’ve witnessed firsthand the stress that financial uncertainty can bring. My mother was recently laid off from At&t after 26 years, which has made it even harder to cover basic expenses, let alone save for college. This has lead to a lot of uncertainty and anxiety as it relates to college. Despite these challenges, I’ve remained focused on my education and long-term goals, determined not to let our financial hardship define my future. To overcome these obstacles, I’ve taken a proactive approach. I’ve applied to dozens of scholarships, not only to fund my tuition but also to avoid the burden of student debt. I run my own small business, Laurence Fragrances, which helps generate income while building real-world skills. I also plan to work part-time during college to contribute toward my living expenses. My goal is to graduate debt-free, save for retirement early, and be financially stable enough to purchase a home within a year of graduation. These are bold plans for someone who comes from limited financial recourses but unlimited hope for my future. As a Black girl growing up in a rural Title I school system, I was often the only one in the room who looked like me, especially in STEM spaces. My school lacked advanced technology courses, experienced staffing, and the individualized support gifted learners often need. I was even misdiagnosed with ADHD in kindergarten not because I couldn’t focus, but because I was bored, gifted, and underestimated. That misdiagnosis taught me something critical: When systems don’t see your potential, you must design new systems. One of the first things I hope to design is a modular learning tablet for underserved schools, capable of operating offline and updating when reconnected. These could bridge digital divides in places like my own hometown, where students fall behind not from lack of intelligence, but lack of access. Another goal is to create wearable assistive tech for students with cognitive or sensory processing differences, tailored through inclusive design practices that center their experiences. And by 2040, I hope to lead development on emotionally adaptive smart home interfaces that respond to non-verbal cues—especially for those on the autism spectrum or aging populations who struggle with traditional controls. Technology doesn’t just need to be smarter. It needs to be more empathetic. That’s where Human-Computer Interaction becomes a powerful tool for equity. But to create lasting change, it’s not enough to build products I must also build people. I plan to pay it forward through mentorship pipelines, free design workshops in Title I and rural schools, and hands-on training in prototyping and coding. I will help other young people—especially girls and students of color discover their creative power. My goal is not just to “make it,” but to lift as I climb. History reminds us what happens when diversity is overlooked: Katherine Johnson, the Black mathematician whose calculations made John Glenn’s orbit possible, was once ignored because of her race and gender. Without her precision, one of NASA’s greatest achievements might never have happened. Joy Buolamwini, an MIT researcher, found that facial recognition software misidentified darker-skinned women up to 35% of the time while error rates for white men were under 1%. The flaw? Biased training datasets and a lack of diversity in tech teams. For decades, crash test dummies were modeled on average adult males. As a result, women were 73% more likely to be injured and 17% more likely to die in car accidents. It took decades to introduce inclusive models because engineers didn’t reflect the population they were meant to serve. These examples are why I believe deeply in inclusive design technology shaped by the people it is meant to serve. I want to be the kind of designer who sees the kid in the overcrowded classroom, the woman misheard by a voice assistant, or the elderly man lost in a menu screen and builds something just for them. Thank you for allowing me the opportunity to apply for your scholarship.

"Design is not just what it looks like and feels like. Design is how it works." – Steve Jobs My name is Lauren Harris, and I plan to major in Industrial Design at Georgia Tech, with a long-term goal of pursuing a master’s degree in Human-Computer Interaction (HCI). At the intersection of creativity, engineering, and empathy, this path will allow me to design technologies, systems, and products that are not only functional—but equitable and human-centered. Growing up in a rural Title I school with limited access to resources, I learned early on that good design isn’t always made for everyone. Whether it was outdated school computers that didn’t support assistive technology or science labs that lacked basic equipment, I’ve seen firsthand how poorly designed environments can widen the opportunity gap. These challenges sparked a core belief that now fuels everything I do: design must serve people, especially those too often overlooked. That belief is more than a value—it’s a mission. I want to lead the development of inclusive technologies that address real-world inequities. This includes creating assistive devices for disabled individuals, designing culturally responsive educational tools for underserved schools, and building wearable health tech that works across all skin tones, body types, and genders. I want to work on products that serve both functionality and fairness—tools that speak to people’s actual lives, not just idealized users in a lab. A turning point for me was launching Laurence Fragrances, my own androgynous fragrance line, which challenged gender norms in product design and taught me how design influences identity and inclusion. That experience, along with my participation in programs like Girls Make Games, the Georgia FLEX Entrepreneurship Competition, and IEEE TryEngineering, made me realize that I don’t just want to be a designer—I want to be a changemaker in STEM. The values that guide me equity, innovation, and service have grown out of my experiences as a young woman navigating competitive academic spaces, often as the only person who looked like me in the room. Instead of deterring me, those moments deepened my resolve. They taught me to lead with empathy, to design with purpose, and to think beyond aesthetics. Receiving the Lynch Engineering Scholarship would not only reduce the financial burden my family faces especially after my mother’s recent job loss but would also help me invest in tools, software, and experiences that prepare me for this impact-driven career. I intend to “lift as I climb,” mentoring students in rural and Title I schools, hosting free workshops, and helping others find their voice in design and technology. Ultimately, I’m not pursuing engineering and design just to build things. I’m pursuing them to build opportunity, access, and dignity one product, one system, one life at a time.

"Fairness does not mean everyone gets the same. Fairness means everyone gets what they need." – Rick Riordan My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. My educational journey hasn’t always been easy to navigate. In kindergarten, I was misdiagnosed with ADHD. I was labeled as distracted, overly active, and “too much” for the structure of a traditional classroom. But I wasn’t inattentive I was bored. I was a gifted learner in an overcrowded classroom, desperate for stimulation and challenge. Instead of acceleration, I was told to sit still and be quiet. That misdiagnosis shaped the way teachers perceived me for years, and it almost shaped the way I saw myself. Growing up in a Title I school with limited access to gifted resources meant I had to fight to be seen for my potential not my perceived behavior. Our district struggles with teacher shortages, and I often found myself in classrooms with more than 30 students and not enough support. It wasn’t until I entered middle school and pushed for testing that my learning profile was finally reassessed. I was placed in advanced classes, and for the first time, I felt challenged and understood. But the gap those early years created never fully disappeared. I had to work twice as hard to prove I belonged in spaces I should’ve been invited into from the start. That experience is exactly what motivates me. I know what it feels like to be misunderstood by a system not designed for nuance. And I know how powerful it is when someone finally sees your light. This is why I continue to excel not to prove anyone wrong, but to prove that I’m not alone. There are thousands of gifted students in underfunded schools who are mislabeled, overlooked, or underestimated. I want to be a voice for them. Through my future in industrial design, I hope to create inclusive, human-centered solutions that level the playing field for people with all kinds of learning needs. Education shouldn’t be a maze of mislabeling it should be a pathway to possibility. And I’m determined to help clear that path for others, just like I’ve cleared it for myself.

"Books are a uniquely portable magic." — Stephen King My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology to study Industrial Design, with the goal of entering the master’s program in Human-Computer Interaction. Books have shaped the foundation of how I view the world. Reading The Alchemist taught me that every person’s journey has a purpose. Hidden Figures showed me how women like Katherine Johnson brilliant but overlooked helped launch astronauts into space. The Design of Everyday Things opened my mind to how everyday products, when designed with empathy, can change lives. These books gave me a quiet but powerful sense of agency: that even as a Black girl from a low-income, Title I school, I could shape systems, design futures, and challenge inequity. Growing up, I never saw designers who looked like me. I was often told to pick a “more practical” field. But I refused to let stereotypes limit me. As the only student at my school to take three consecutive years of Japanese, I pushed past the cultural norms of what a Black girl “should” be interested in. That passion took me all the way to Japan, where I studied design, culture, and connection. The experience changed me it reinforced my belief that diverse perspectives are essential to creating inclusive solutions. But not all of my experiences have been successes. In my first year of the Georgia FLEX entrepreneurship competition, I failed to place. I was crushed. I had poured hours into my presentation and felt invisible in the room. Instead of quitting, I took the feedback and returned the next year refined, focused, and bolder. I ended up winning 1st in Region and 3rd in the State. That failure taught me resilience, but more importantly, it taught me how to listen, grow, and lead with humility. My business, Laurence Fragrances, is deeply personal. It's an androgynous fragrance line I created to challenge the rigid stereotypes of femininity and masculinity. As a quiet, stoic young woman who doesn’t always fit the expected mold, I’ve learned that sometimes presence alone is a protest. My products invite people to be their full selves unlabeled and unapologetic. The feedback I’ve received from customers who finally “feel seen” tells me that representation doesn’t just belong in media it belongs on shelves, in classrooms, and in boardrooms. Mentorship has been a guiding force in my life. Maggie McGruder, an Industrial Design graduate from Auburn and my mentor at the Southwest Georgia Children’s Alliance, taught me how to turn vision into impact. Under her guidance, I’ve led service initiatives, supported foster youth programs, and spoken on youth panels about design justice. I plan to follow in her footsteps uplifting other young girls in tech and design, especially those who’ve never been told that their ideas are worthy. Today, I’m committed to creating accessible, human-centered design that addresses real-world problems especially in underserved communities like mine. Whether it's designing inclusive educational tools, reimagining public spaces, or mentoring the next generation of Black girls in STEM, my goal is to use Industrial Design to build equity into the everyday. The world needs more architects of change people who can see beauty in overlooked places and create systems that include everyone. That’s the legacy I’m working toward.

“You miss 100% of the shots you don’t take.” – Wayne Gretzky My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, three varsity sports basketball, volleyball, and tennis leadership roles in clubs and community organizations, and running my own fragrance business. I plan to attend Georgia Tech to study Industrial Design, then pursue a master’s in Human-Computer Interaction. But long before I dreamed of designing accessible products for underserved communities, basketball was the place I learned how to fight for my team, my voice, and my future. Basketball has never just been a sport for me it has been an anchor. In elementary school, I was misdiagnosed with ADHD. I wasn’t hyper; I was gifted and bored. But that label followed me for years, making me feel “too much” or “not enough” in classrooms that weren’t built to understand me. It was on the basketball court where I first felt like I could just be me—loud, fast, focused, and fierce and it was the first space where my energy wasn’t a liability; it was a strength. I’ve faced obstacles on and off the court. During my junior year, my mother was laid off, and the financial stress hit hard. I began working more hours, applying for scholarships, and stretching every resource to help our family stay afloat all while maintaining my 4.0 GPA and training year-round. Balancing three varsity sports was physically exhausting, but basketball always centered me. It taught me discipline and endurance, but more importantly, it gave me purpose. I’ve earned First Team All-Region honors in both 2023 and 2024. I led my team in rebounds and free throw percentage, was named Defensive Player of the Year, and received the Scholar-Athlete Award for having the highest academic average. I also lead my team to two state play off appearances making it to the sweet 16 my sophomore and Junior years. But what I’m most proud of isn’t the stats it’s how I showed up. Whether we were up by 20 or down by 30, I never stopped hustling. I never stopped encouraging my teammates. I never stopped believing we could win. Basket ball also taught me to be a better leader. I taught me how to refine my listening skills and learn we are all different and require different motivations to be successful and reach our full potential. Basketball taught me situational leadership. Basketball has taught me leadership, accountability, and resilience qualities I now use in every area of my life. As Class President, a STEM ambassador, and founder of Laurence Fragrances, I channel that same drive into mentoring others, especially younger girls who think they don’t belong in STEM or sports. I want to show them what’s possible when you keep going, even when the world counts you out. Basketball made me tougher, sharper, and more compassionate. It helped me overcome setbacks, redefine failure, and believe in the power of second chances. I’m not just chasing wins I’m building a life where I can uplift others the way this sport uplifted me.

“Be who you needed when you were younger.” – Ayesha Siddiqi My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. I come from a low-income household and attend a Title I high school where overcrowded classrooms and limited access to resources often mean students like me have to work twice as hard for opportunities others may take for granted. My family receives free lunch, and while I’ve earned academic merit awards and scholarships, the cost of attending a top-tier university like Georgia Tech still presents a significant financial burden. Scholarships like this one are critical to helping me bridge that gap and pursue higher education without accumulating overwhelming debt. As someone who has experienced the isolation of being “different,” I’ve made it a personal mission to advocate for youth—especially those who are overlooked or mistreated. In my role as a Georgia 4-H Certified Teen Leader and a member of our Southwest District Board of Directors, I’ve led digital safety workshops and discussions on cyberbullying, helping younger students learn how to protect themselves online. I also work with the Southwest Georgia Children's Alliance, where I help organize peer-led conversations about emotional wellness, bullying prevention, and how to recognize the signs of unhealthy behavior. I take a tech-forward approach to my advocacy. I’ve designed youth-friendly educational content on identifying digital harassment, and I mentor middle school students on how to use social media safely. My goal is to create environments—both in person and online—where young people feel seen, safe, and supported. As I move into the field of Industrial Design, I plan to create human-centered solutions that protect and uplift children—tools that make the digital world more inclusive, more empathetic, and less harmful. My experiences have taught me that safety isn’t just physical—it’s emotional, psychological, and digital. When I was in kindergarten, I was nearly diagnosed with ADHD because I couldn’t sit still. But I wasn’t distracted—I was gifted. I just wasn’t being challenged. That early misjudgment taught me to never let anyone else define my potential. It also taught me to speak up for others who feel unseen. These experiences continue to shape how I lead, learn, and give. I now serve my community through volunteer work with the Southwest Georgia Children's Alliance, where I advocate for youth who have experienced trauma. With your support, I can continue to be that person I once needed: a protector, an innovator, and a voice for those who are still learning to use their own.

“Diversity is being invited to the party; inclusion is being asked to dance.” – Verna Myers My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. As a young Black woman passionate about technology and design, I know firsthand the power and necessity of diverse representation in STEM. Growing up in a low-income, rural school system with limited access to advanced STEM instruction, I often found myself as the only student of color, and frequently the only girl, in advanced math or coding spaces. The absence of representation didn’t deter me it fueled me. Representation in STEM is not just about equality it is about innovation. When teams lack diversity, they also lack perspective. Without input from underrepresented communities, too many technologies are designed without real-world inclusivity. That’s how we end up with medical devices that don’t detect symptoms on darker skin, or voice recognition systems that misinterpret accents. It’s not just an inconvenience it’s a form of exclusion. This is why I’ve committed myself to entering the field of Industrial Design with a purpose: to design equitable tools and spaces that reflect the real needs of all people not just a privileged few. I want to be part of reshaping how we build, test, and implement technologies so that empathy and inclusion are central to the process. Programs like Girls Make Games, the Georgia FLEX entrepreneurship competition, and the IEEE TryEngineering Summer Institute gave me access to mentors, funding, and a platform. But what changed everything was seeing other young women of color leading and thriving in STEM. I finally saw that I belonged, too. Representation gives permission and that’s powerful. I plan to pay that forward. As I advance in my field, I’ll create mentorship pipelines for students of color and young girls who are often told that STEM “isn’t for them.” I’ll host design workshops in rural and Title I schools like mine, where I’ll show students how to prototype, code, and create solutions for problems in their own communities. Katherine Johnson, a Black female mathematician at NASA during the 1960s, was instrumental in calculating the trajectories for Project Mercury and Apollo 11. Before her contributions, the space program largely ignored or underestimated the talent of Black women in STEM. Without her precise calculations, John Glenn’s historic orbit of Earth would not have happened. In addition, A study by MIT researcher Joy Buolamwini (a Black woman in computer science) found that facial recognition software misidentified dark-skinned women up to 35% of the time, while white men had an error rate below 1%. This is because the datasets used to train these AI systems were not diverse. For decades, crash test dummies were modeled after the average adult male body. As a result, women were 73% more likely to be injured in car accidents and 17% more likely to die. It wasn’t until recent years that gender-inclusive dummies were introduced. This gap was due to the lack of gender diversity among engineers and designers in the auto industry. Diversity in STEM means we all get better solutions more just, more usable, and more human and inclusion means those solutions come from people who intimately understand the problems.

“Diversity is being invited to the party; inclusion is being asked to dance.” – Verna Myers My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. As a young Black woman passionate about technology and design, I know firsthand the power and necessity of diverse representation in STEM. Growing up in a low-income, rural school system with limited access to advanced STEM instruction, I often found myself as the only student of color, and frequently the only girl, in advanced math or coding spaces. The absence of representation didn’t deter me it fueled me. Representation in STEM is not just about equality it is about innovation. When teams lack diversity, they also lack perspective. Without input from underrepresented communities, too many technologies are designed without real-world inclusivity. That’s how we end up with medical devices that don’t detect symptoms on darker skin, or voice recognition systems that misinterpret accents. It’s not just an inconvenience it’s a form of exclusion. This is why I’ve committed myself to entering the field of Industrial Design with a purpose: to design equitable tools and spaces that reflect the real needs of all people not just a privileged few. I want to be part of reshaping how we build, test, and implement technologies so that empathy and inclusion are central to the process. Programs like Girls Make Games, the Georgia FLEX entrepreneurship competition, and the IEEE TryEngineering Summer Institute gave me access to mentors, funding, and a platform. But what changed everything was seeing other young women of color leading and thriving in STEM. I finally saw that I belonged, too. Representation gives permission and that’s powerful. I plan to pay that forward. As I advance in my field, I’ll create mentorship pipelines for students of color and young girls who are often told that STEM “isn’t for them.” I’ll host design workshops in rural and Title I schools like mine, where I’ll show students how to prototype, code, and create solutions for problems in their own communities. Katherine Johnson, a Black female mathematician at NASA during the 1960s, was instrumental in calculating the trajectories for Project Mercury and Apollo 11. Before her contributions, the space program largely ignored or underestimated the talent of Black women in STEM. Without her precise calculations, John Glenn’s historic orbit of Earth would not have happened. In addition, A study by MIT researcher Joy Buolamwini (a Black woman in computer science) found that facial recognition software misidentified dark-skinned women up to 35% of the time, while white men had an error rate below 1%. This is because the datasets used to train these AI systems were not diverse. For decades, crash test dummies were modeled after the average adult male body. As a result, women were 73% more likely to be injured in car accidents and 17% more likely to die. It wasn’t until recent years that gender-inclusive dummies were introduced. This gap was due to the lack of gender diversity among engineers and designers in the auto industry. Diversity in STEM means we all get better solutions more just, more usable, and more human and inclusion means those solutions come from people who intimately understand the problems.

“Design is not just what it looks like and feels like. Design is how it works.” – Steve Jobs My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. Growing up in a low-income, rural community, I’ve witnessed the everyday challenges that come from designs that exclude people like us. Whether it’s outdated classroom furniture that isn’t adaptable to modern learning or public spaces that don’t account for accessibility, I’ve learned that bad design isn’t just inconvenient it can be unjust. This is what inspired my passion for Industrial Design. I want to reimagine the everyday not just to make things beautiful, but to make them inclusive, equitable, and empowering. Through my degree, I plan to focus on creating tools, spaces, and products that serve underserved communities. From rethinking classroom layouts to designing affordable, intuitive technology for people with disabilities or language barriers, I see design as a form of quiet activism—transformative, human-centered, and powerful. My own entrepreneurial journey has deepened this commitment. As the founder of Laurence Fragrances, an androgynous fragrance line that defies traditional gender marketing, I’ve learned how to connect design with purpose. I want to bring this mindset into the world of Industrial Design not to follow trends, but to create change. My long-term vision is to open a community-based design lab where young people from underrepresented backgrounds can learn design thinking, prototype solutions to real-world problems, and see themselves as inventors, not just consumers. Mentorship will be at the core of this mission. I’ve benefited from mentors who saw potential in me, especially when the odds were stacked against me due to systemic inequities. I want to be that person for the next generation particularly young women and students of color who are often overlooked in the tech and design worlds. By providing workshops, internships, and scholarships, I hope to plant the seed of possibility in those who might otherwise never consider design as a career. Design helped me find my voice. Now I want to use that voice and the skills I gain through my education—to redesign the future in a way that uplifts, includes, and empowers. Through purpose-driven design and intentional mentorship, I plan to build a career that leaves a lasting imprint not just on products or systems, but on people. Thank you for considering my application and for supporting students like me who want to build more than a career we want to build a better world.

My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend the Georgia Institute of Technology, majoring in Industrial Design and continuing into the master’s program in Human-Computer Interaction. I chose to pursue a degree in STEM because I see design not just as creativity, but as innovation with purpose. Industrial Design sits at the intersection of engineering, technology, and human need. It’s a form of applied STEM that allows me to create systems, products, and experiences that improve lives. I’ve always been curious about how things work—and more importantly, how they could work better. That curiosity has evolved into a passion for designing accessible, inclusive solutions, especially for communities that are too often overlooked. Coming from a Title I high school in a low-income, under-resourced area, I know what it feels like to be invisible in systems not designed for you. I’ve seen classmates fall behind not because they lacked potential, but because they lacked access. I’ve also experienced this firsthand. In kindergarten, a teacher suggested I be tested for ADHD because I couldn’t sit still. In reality, I was a gifted child, bored and unchallenged. That misdiagnosis lit a fire in me. I promised myself that I’d never let anyone else define my abilities—and that I’d use my future platform to advocate for those who feel unseen. My experiences have taught me that innovation means more when it’s inclusive. That belief guided me when I launched Laurence Fragrances, an androgynous fragrance line I designed to challenge stereotypes about gender, identity, and beauty. It also motivated me to compete in the FLEX STEM entrepreneurship program, where I earned 1st place regionally and 3rd in the state. I learned how to build a business plan, pitch a product, and lead with both data and heart. As a Black female pursuing Industrial Design and Human-Computer Interaction—a field still predominantly white and male—I’m deeply aware of how rare my presence is. But I also know it’s powerful. I bring a unique lens shaped by resilience, culture, and lived experience. I want to design technologies that consider people like me—people from rural areas, single-parent homes, and underfunded schools. I want to build tools that empower, not exclude. Winning this scholarship would help lighten the financial load of college, but more importantly, it would reinforce my belief that who I am—and where I come from—can be a strength in the STEM world. I am not just entering this field to succeed. I’m entering to transform it.

My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend the Georgia Institute of Technology, majoring in Industrial Design and continuing into the master’s program in Human-Computer Interaction. I chose to pursue a degree in STEM because I see design not just as creativity, but as innovation with purpose. Industrial Design sits at the intersection of engineering, technology, and human need. It’s a form of applied STEM that allows me to create systems, products, and experiences that improve lives. I’ve always been curious about how things work and more importantly, how they could work better. That curiosity has evolved into a passion for designing accessible, inclusive solutions, especially for communities that are too often overlooked. Coming from a Title I high school in a low-income, under-resourced area, I know what it feels like to be invisible in systems not designed for you. I’ve seen classmates fall behind not because they lacked potential, but because they lacked access. I’ve also experienced this firsthand. In kindergarten, a teacher suggested I be tested for ADHD because I couldn’t sit still. In reality, I was a gifted child, bored and unchallenged. That misdiagnosis lit a fire in me. I promised myself that I’d never let anyone else define my abilities and that I’d use my future platform to advocate for those who feel unseen. My experiences have taught me that innovation means more when it’s inclusive. That belief guided me when I launched Laurence Fragrances, an androgynous fragrance line I designed to challenge stereotypes about gender, identity, and beauty. It also motivated me to compete in the FLEX STEM entrepreneurship program, where I earned 1st place regionally and 3rd in the state. I learned how to build a business plan, pitch a product, and lead with both data and heart. As a Black female pursuing Industrial Design and Human-Computer Interaction a field still predominantly white and male I’m deeply aware of how rare my presence is. But I also know it’s powerful. I bring a unique lens shaped by resilience, culture, and lived experience. I want to design technologies that consider people like me people from rural areas, single-parent homes, and underfunded schools. I want to build tools that empower, not exclude. Winning this scholarship would help lighten the financial load of college, but more importantly, it would reinforce my belief that who I am and where I come from—can be a strength in the STEM world. I am not just entering this field to succeed. I’m entering to transform it. Thank you for considering my application.

My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology, majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. My life experiences have shaped not just my career goals, but the reason I feel so strongly about pursuing them. I come from a low-income, single-parent household and attend a Title I high school that struggles with teacher shortages, overcrowded classrooms, and limited access to advanced academic resources. Despite these obstacles, I’ve learned to advocate for myself and others. I’ve had to create opportunity where there was none often staying up late to finish assignments after long sports practices or seeking out enrichment programs on my own because they weren’t offered at my school. When I was in kindergarten, a teacher suggested I be tested for ADHD because I struggled to sit still. What they didn’t see was a mind working faster than the material could feed it. I wasn’t distracted, I was gifted, and misdiagnosed like many children across the country. That moment lit a fire in me. I promised myself that I’d never let someone else define my potential, and that I would speak up for others who feel unseen. That promise became my foundation. I found myself drawn to design not just as a form of art, but as a way to solve real-world problems. Industrial Design, for me, is the perfect intersection of creativity, logic, and service. I want to build things that make life better for people, especially those like me who are often overlooked in systems not designed with them in mind. One of my proudest accomplishments is founding Laurence Fragrances, an androgynous fragrance brand I developed to challenge stereotypes around gender and self-expression. As a young Black woman entering a male-dominated, non-diverse field, I know my voice will be essential not just for representation, but for reimagining what innovation looks like when it's built on empathy. Receiving the Equity Elevate Scholarship would lift a huge burden from my family and allow me to stay focused on my goals. But more importantly, it would affirm the values that drive me: equity, visibility, and resilience. I want to use my education not only to build a career, but to build pathways for others, especially students from underrepresented backgrounds who need to see that they belong in these spaces too. Thank you for this opportunity to share my story.

"Some people chase history. I create space for those who’ve been left out of it." My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Tech to major in Industrial Design and eventually earn a master’s in Human-Computer Interaction. But my story starts much earlier—with a misdiagnosis. When I was in kindergarten, a teacher suggested I be tested for ADHD because I struggled to sit still. What they didn’t see was a mind moving faster than the lessons could reach. I wasn’t distracted—I was gifted, and like many students of color, I was misunderstood. That moment lit a fire in me. I promised myself I would never let someone else define my potential, and that I’d speak up for others who feel unseen. That same fire guided me to create my own fragrance line, Laurence Fragrances, a brand rooted in androgyny, emotional intelligence, and storytelling. I wanted to challenge traditional definitions of masculinity and femininity by creating scents that are about presence, not gender. For a teenager from a small town in South Georgia, it was a bold move and not everyone understood it. Some people still don’t. But I’ve learned to be okay with being uncomfortable if it means living authentically and giving others permission to do the same. That drive to change narratives is also what pushed me to compete in the Georgia FLEX entrepreneurship competition, where I won first in region and third in state. I developed a full business model, pitch deck, and public presentation skills most students don’t touch until college. FLEX gave me the confidence to own my ideas and see them through. Beyond business, I’ve also served as Class President, 4-H Teen Leader, STEM Ambassador, and a peer-elected board member across 41 counties. I volunteer with the Southwest Georgia Children's Alliance, where I work closely with youth who’ve experienced trauma, and I’m mentored by the Alliance’s CEO, an Industrial Design alumna who inspires me to build technology that heals, not harms. Reading Sloane Stephens’ story reminded me of my own path. Competing at the highest levels in tennis while pouring into her community through the Sloane Stephens Foundation is what true leadership looks like. My volunteer efforts eared me the Presidential Volunteer Serve award, additionally, I want to open a nonprofit innovation lab where underserved students can build, code, and create. Being a Black girl in STEM isn’t always easy. There are moments when I am the only one in the room. In fact, I was the only student at my school to take Japanese for three years—and one of the few selected to represent Georgia as a youth delegate to Japan. I now speak the language fluently. That trip reminded me that who I am—a girl who codes, designs, leads, and questions is more than enough. After college, I plan to create inclusive tools, spaces, and products that don’t just serve the majority but empower the overlooked. I want to build what didn’t exist for me: mentorship pipelines, culturally aware design practices, and space for kids who’ve been told they “don’t belong” in tech. This scholarship would help lift the financial burden that comes with being a first-generation college student. But more than that, it would be an investment in the kind of world I’m building one design at a time.

“Alone, we can do so little; together, we can do so much.” – Helen Keller My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. The quote by Helen Keller reminds me that while strength is forged in solitude, transformation happens in community. I faced a pivotal challenge during my AP Pre-Calculus course, which was overcrowded with 31 students and short on instructional support—common in under-resourced schools like mine. I had always been a top student, but in that class, I struggled. With limited access to my teacher and a pace that didn’t match my learning style, I fell behind and began doubting my ability. At first, I internalized the failure. I blamed myself for not catching on faster. But over time, I realized the issue wasn’t my intelligence it was the environment. Instead of giving up, I built my own support system. I formed study groups, stayed after school for extra help, and used online tools to teach myself the concepts. I even began tutoring peers who were struggling more than I was. That experience taught me that asking for help and creating community are not signs of weakness they’re tools of resilience. Another defining challenge came when I applied for the highly competitive FLEX exchange program. I had prepared for months, pouring myself into the application, the interviews, and the essays. I advanced far in the process, only to be eliminated right before the final round. I was devastated. For the first time, it felt like doing everything right still wasn’t enough. But failure forced me to reflect. Instead of seeing it as rejection, I chose to view it as redirection. I realized that my voice, my story, and my leadership matter—whether validated by a program or not. That loss became fuel. I doubled down on my other goals, took on new leadership roles, and used my disappointment as a stepping stone instead of a roadblock. When I was in kindergarten, I was nearly diagnosed with ADHD because I couldn’t sit still. But I wasn’t distracted, I was gifted. I just wasn’t being challenged. That early misjudgment taught me to never let anyone else define my potential. It also taught me to speak up for others who feel unseen. These experiences continue to shape how I lead, learn, and give. I now serve my community through volunteer work with the Southwest Georgia Children's Alliance, where I advocate for youth who have experienced trauma. I also mentor younger girls in 4-H and Girls Who Code, showing them that they belong in spaces where their voices may not yet be the majority. Through each challenge, I’ve grown stronger but never alone. I’ve leaned on teachers, mentors, friends, and my community. And now, I give that strength back, knowing that others are quietly watching and drawing courage from it. Receiving the Xavier M. Monroe Heart of Gold Scholarship would not only lift the financial burden of pursuing my education, but also honor the legacy of resilience and service I’ve worked so hard to build. With it, I will continue to pay forward what my community has poured into me because I know that together, we can do so much more.

“Alone, we can do so little; together, we can do so much.” – Helen Keller My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. When people ask where my drive comes from, I tell them it’s rooted in community. I have always believed that no matter how small your surroundings may seem, they can shape something extraordinary. My sense of hope for the future was not born in privilege. It was nurtured through shared effort, kindness, and resilience, in a community that refuses to give up on its children. One story that shaped me happened during my sophomore year. I was working on a service project to help local families experiencing homelessness. What began as a small clothing drive quickly grew after I saw the need firsthand. Many of these families didn’t have basic hygiene items, let alone winter coats. I coordinated with local organizations, spoke at churches, and launched a fundraising campaign. By the end of the season, I had helped raise over $10,000 for families without housing and personally packed and distributed hundreds of kits with supplies. I also earned the Presidential Volunteer Service Award Gold for the amount of hours volunteered. But the part that stays with me wasn’t the recognition it was the moment a young girl, no older than seven, whispered “thank you” and hugged me so tightly I couldn’t let go. That moment taught me what real connection looks like. It’s not about status or praise it is definently about showing up, even when it’s hard, and being the light someone else didn’t expect to find. That experience also taught me resilience and how to navigate setbacks when donation drives came up short or community interest waned. I had to learn how to motivate others, stay organized, and follow through even when I was tired or overwhelmed with schoolwork and athletics. I learned that service is not an event—it’s a mindset. My work didn’t stop there. I became a regular volunteer with the Southwest Georgia Children’s Alliance and now serve as a mentor for younger students, particularly those navigating challenges I know all too well: growing up in a single-parent household, facing financial hardship, or feeling unseen in crowded classrooms. Through these experiences, I’ve learned that community is not defined by geography it is defined by shared humanity. The struggles we face do not separate us they connect us. And it’s in these connections that I find my greatest hope for the future. As I look ahead to college and beyond, I know I’ll carry this community-minded spirit with me. Whether designing inclusive technology, mentoring other young women in STEM, or launching social impact projects through my business, I will continue to serve. Not because I have to—but because I belong to something greater than myself. Lifting as I climb is what I aspire to do. Thank you for considering me for the Sweet Dreams Scholarship. With your support, I hope to continue turning acts of kindness into long-term impact.

I am my ancestors’ wildest dreams.” — Anonymous My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend the Georgia Institute of Technology majoring in Industrial Design and later continue into the master’s program in Human-Computer Interaction. My dream is to design innovative, inclusive technologies that empower underrepresented communities especially those, like mine, that often go unseen. As a young Black woman in STEM, I’ve faced more than just academic hurdles. I come from a single-parent, low-income household, where college isn’t just a dream—it’s a responsibility. I will be the first in my family to attend college. The cost of admissions tests, study guides, application fees, and portfolio reviews adds up quickly. I often find myself weighing whether I can afford to apply to a program, not whether I qualify for it. These financial barriers don’t just create stress they threaten to limit opportunity. I’ve worked tirelessly to build a competitive resume, yet without support, some doors remain financially out of reach. Despite these challenges, I’ve never stopped pushing. I taught myself coding to compete in Girls Make Games, where I earned 1st place internationally. I launched my own androgynous fragrance business, Laurence Fragrances, challenging gender norms in the beauty industry. I founded my company not just to sell products but to spark dialogue about identity, representation, and access. I also competed in the Georgia FLEX Entrepreneurship competition, placing 1st in Region and 3rd in State. Every project I take on is fueled by purpose and a desire to build what hasn’t yet been built, and serve those who haven’t yet been seen. This scholarship would significantly ease the financial strain I’m currently experiencing. My mother is being laid off after 23 years with At&t just as I prepare to transition to college. Receiving the Victoria Johnson Minority Women’s Scholarship would allow me to stay focused on refining my portfolio, preparing for interviews, and building the skills that will define my future, rather than worrying about how to cover the next testing fee. In summary, I don’t plan to stop with my own success. I want to use my platform in the design and tech industries to create spaces that invite other girls like me and those who code late at night on borrowed laptops, or who build prototypes with duct tape and determination. I hope to mentor, fund, and design for students from overlooked schools like mine. My vision isn’t just to succeed but to shift what success looks like. The Victoria Johnson Scholarship wouldn’t just support my goals it would multiply them. Thank you for investing in young women who are not only dreaming big but designing change.

“Service to others is the rent you pay for your room here on Earth.” – Muhammad Ali My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the master’s program with a concentration in Human-Computer Interaction. My goal after college is to design accessible, human-centered products that make daily life easier for marginalized groups people who are often overlooked in mainstream innovation. Whether it's developing assistive technology for people with mobility impairments, designing affordable tools for low-income students, or creating learning platforms that support neurodiverse learners, I plan to use design as a form of justice. I’m already making a difference in my community. As a volunteer with the Southwest Georgia Children’s Alliance, I help serve vulnerable youth and advocate for their safety and well-being. I’ve also raised over $10,000 for the homeless through the Atlanta Awareness Coalition and serve as a Georgia 4-H Certified Teen Leader, mentoring students across 41 counties. I believe in leading by example, and I often speak to younger students at my school about college readiness, self-advocacy, and entrepreneurship. One of my most meaningful contributions is the fragrance company I launched, Laurence Fragrances. I created it to challenge binary standards around gender and scent. As a young Black woman in the rural South, starting an androgynous brand wasn’t easy. It sparked conversations sometimes uncomfortable ones—about identity, expression, and inclusivity. But it also inspired others to embrace who they are without apology. By pushing boundaries, I’ve helped others feel seen. I want to continue that work after college not only through design but through policy, mentorship, and advocacy. I hope to start a foundation that offers grants to young entrepreneurs from Title I schools, helping them develop prototypes, attend competitions, or access college programs like the ones that changed my life. Every project I take on, from a hackathon mental health app to volunteering at the children's alliance is rooted in the belief that innovation should be inclusive. College isn’t just a stepping stone for me; it’s a launching pad to amplify my impact. With the right education and support, I plan to keep serving, keep designing, and keep lifting others as I climb. Thank you for allowing me the opportunity to apply for your scholarship.

“Legacy is not what I did for myself. It’s what I’m doing for the next generation.” – Vitor Belfort My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. I plan to attend Georgia Institute of Technology majoring in Industrial Design, then continuing into the masters program with a concentration in Human-Computer Interaction. I plan to build a legacy rooted in bold creativity, social impact, and the courage to stand unapologetically in who I am. One of my proudest accomplishments was winning 1st Place Regionally and 3rd Place in the State of Georgia in the FLEX Entrepreneurship Competition. I competed against hundreds of students, pitching a business idea that I believed in—one that was personal. That idea became Laurence Fragrances, an androgynous fragrance line I designed, branded, and launched myself. It wasn’t just about selling a scent. It was about challenging what scent means—who gets to feel powerful, beautiful, or seen. In a world where fragrances are boxed into "for him" and "for her," I created something for everyone. Some people didn’t get it. Some even told me I should "just make it more girly." But I didn’t. I stood firm in my vision because I knew that someone out there was waiting for something that didn’t ask them to choose a side of themselves. That’s how I shine my light—not always loudly, but through action. Through the way I mentor younger students in 4-H, or the way I compete in male-dominated spaces and still show up with compassion and clarity. I shine by standing in rooms where people might not expect someone like me, and showing them what’s possible. One day, I hope to grow Laurence Fragrances into a full lifestyle brand—one that combines product design, scent, accessibility, and technology. I also want to use my platform to support teen entrepreneurs, especially those in underrepresented communities. My dream is to launch a nonprofit accelerator that helps young creators bring their ideas to life with dignity and mentorship. I believe legacy isn’t about being remembered. It’s about building something that lasts—something that reflects your values, tells the truth about who you are, and leaves the door open wider for someone else. That’s the future I’m working toward. And I’m just getting started.

My name is Lauren Harris, and I come from Sumter County, a small rural community in Georgia. I’m the first in my family to attend college, raised by a single mother who worked long hours to make sure I never felt the weight of our circumstances. I’ve learned that strength isn’t always loud—it’s showing up when it’s hard, trying again when no one’s watching, and believing in yourself even when the odds are stacked against you. Growing up in a Title I school with overcrowded classrooms and limited access to advanced instruction taught me two things: how to advocate for myself and how to build solutions when none are provided. When my AP Pre-Calculus class had 31 students and only one teacher, I taught myself through YouTube tutorials, peer groups, and late-night study sessions. I enjoyed coding through ID Tech workshops, winning a global game design competition through Girls Make Games, and attending the STEM Honors program at Spelman College where I built a mental health app using UX principles. One experience that deeply shaped me was being misdiagnosed with ADHD in kindergarten. My restlessness was mistaken for a deficit, when in reality, I was simply gifted and unchallenged. That early mislabeling ignited a fire in me. I promised myself I would never let someone else define my potential, and I would advocate for others who feel unseen. That vow has guided my academic journey, my community service, and my passion for inclusive design. My chosen field—Industrial Design—is the perfect intersection of creativity, technology, and empathy. I plan to major in Industrial Design and minor in Human-Computer Interaction. I’m inspired by the potential of design to solve real problems, especially for communities like mine. Whether it’s creating accessible learning tools for students with disabilities or designing physical environments for elderly or low-mobility individuals, I want to build products that serve people who are often overlooked. Leadership and service have always been important to me. As Class President, Captain of the Tennis Team, and a Southwest District 4-H Board Member, I have learned how to lead with compassion and clarity. I’ve launched my own androgynous fragrance brand, Laurence Fragrances, as a creative outlet and entrepreneurial challenge. I also volunteer with the Southwest Georgia Children’s Alliance, where I’m mentored by the CEO, a fellow Industrial Design graduate who helped me realize that my voice and perspective. The degree I pursue won’t just be a stepping stone it will be a catalyst. Georgia Tech’s Industrial Design program excites me because of its fusion of engineering, empathy, and innovation. I’m particularly drawn to courses in user-centered design and sustainable systems. My long-term goal is to start a socially conscious design firm focused on developing accessible, technology-integrated solutions for underserved communities. Diversity and inclusion in technology are not optional, they are essential. I have lived the experience of being underrepresented, of being doubted, of being the only Black girl in a STEM camp. But I’ve also lived the power of defying expectations. I plan to mentor other young girls of color in tech and design, because representation isn’t just about visibility it is about possibility. My education is not just for me it’s for the girl in the back of the class who thinks coding isn’t for her, for the student with dyslexia struggling to learn from outdated systems, and for my younger cousins who are watching and waiting to see what’s possible. I’m here to show them that they matter, that their ideas matter, and that there’s space for all of us in the future we are building.

My name is Lauren Harris, and I come from Sumter County, a small rural community in Georgia. I’m the first in my family to attend college, raised by a single mother who worked long hours to make sure I never felt the weight of our circumstances. I’ve learned that strength isn’t always loud—it’s showing up when it’s hard, trying again when no one’s watching, and believing in yourself even when the odds are stacked against you. Growing up in a Title I school with overcrowded classrooms and limited access to advanced instruction taught me two things: how to advocate for myself and how to build solutions when none are provided. When my AP Pre-Calculus class had 31 students and only one teacher, I taught myself through YouTube tutorials, peer groups, and late-night study sessions. I enjoyed coding through ID Tech workshops, winning a global game design competition through Girls Make Games, and attending the STEM Honors program at Spelman College where I built a mental health app using UX principles. One experience that deeply shaped me was being misdiagnosed with ADHD in kindergarten. My restlessness was mistaken for a deficit, when in reality, I was simply gifted and unchallenged. That early mislabeling ignited a fire in me. I promised myself I would never let someone else define my potential, and I would advocate for others who feel unseen. That vow has guided my academic journey, my community service, and my passion for inclusive design. My chosen field—Industrial Design—is the perfect intersection of creativity, technology, and empathy. I plan to major in Industrial Design and minor in Human-Computer Interaction. I’m inspired by the potential of design to solve real problems, especially for communities like mine. Whether it’s creating accessible learning tools for students with disabilities or designing physical environments for elderly or low-mobility individuals, I want to build products that serve people who are often overlooked. Leadership and service have always been important to me. As Class President, Captain of the Tennis Team, and a Southwest District 4-H Board Member, I have learned how to lead with compassion and clarity. I’ve launched my own androgynous fragrance brand, Laurence Fragrances, as a creative outlet and entrepreneurial challenge. I also volunteer with the Southwest Georgia Children’s Alliance, where I’m mentored by the CEO, a fellow Industrial Design graduate who helped me realize that my voice and perspective. The degree I pursue won’t just be a stepping stone it will be a catalyst. Georgia Tech’s Industrial Design program excites me because of its fusion of engineering, empathy, and innovation. I’m particularly drawn to courses in user-centered design and sustainable systems. My long-term goal is to start a socially conscious design firm focused on developing accessible, technology-integrated solutions for underserved communities. Diversity and inclusion in technology are not optional, they are essential. I have lived the experience of being underrepresented, of being doubted, of being the only Black girl in a STEM camp. But I’ve also lived the power of defying expectations. I plan to mentor other young girls of color in tech and design, because representation isn’t just about visibility it is about possibility. My education is not just for me it’s for the girl in the back of the class who thinks coding isn’t for her, for the student with dyslexia struggling to learn from outdated systems, and for my younger cousins who are watching and waiting to see what’s possible. I’m here to show them that they matter, that their ideas matter, and that there’s space for all of us in the future we are building.

“When you show up as your full self, you unconsciously give others permission to do the same.” – Unknown My name is Lauren Harris, and I’m a high-achieving senior ranked in the top 4 of my graduating class at Sumter County High School. I’ve maintained a 4.4 GPA while juggling dual enrollment courses, varsity athletics in three sports, leadership roles in clubs and community organizations, and the responsibilities of being a small business owner. My future plans include attending Georgia Tech and Majoring in Industrial Design, a field where I will be in the minority. One of the things that sets me apart is that I never felt the need to fit into other people’s boxes especially not the ones shaped by gender expectations. I’m the founder of Laurence Fragrances, an androgynous fragrance line that doesn’t just sell products it challenges perceptions. In a world that markets scent based on binary ideas of femininity and masculinity, I created something that simply centers people. That choice raised a few eyebrows in my small Georgia town, but I stood by it because I believe that people are at their best and make the biggest difference when they are free to express their uniqueness. Being different in environments that aren’t always ready for difference can be lonely. I’m quiet and straight to the point. I don't sugarcoat or perform emotion in ways people always expect, and that sometimes makes others uncomfortable. But I’ve learned that being stoic doesn’t mean being cold—it means being focused. It means getting the work done even when you’re doubted, overlooked, or misunderstood. And someone is always watching. Whether it’s a freshman basketball player seeing how I lead without yelling, or a younger student in STEM club noticing how I step in to help without being asked. In my role as student ambassador, I organize and conduct tours for middle school students transitioning into high school. I often share my story and accomplishments with them with the hope that they will be inspired to also strive to be the best version of themselves. Most are too shy to respond but I can see the anticipation for what is possible in their eyes. I’ve learned that the way I carry myself matters more than I realize. It made me proud when Maranda, a now freshmen, said that I inspired her to pursue the engineering career pathway. In addition, I was also the only student in my high school to complete three years of Japanese. I wanted to learn more than the two traditional years of Spanish that most students take. I even traveled to Japan through the Japan American Delegate exchange program. Immersing myself in a new culture expanded my view of what’s possible. It also helped me realize that design should reflect a global perspective, not just an American one and being able to fluently speak Japanese has makes me unique and has presented me the opportunity to tutor and teach others I don’t always speak the loudest in the room, but my work speaks volumes. I believe you can lead quietly, challenge norms with grace, and uplift others by simply showing up as your whole self. If I’ve inspired even one person who felt unseen to stand a little taller, then I’ve already made a difference. The Gladys Ruth Legacy Memorial Scholarship would not only support my college journey but it would help me continue this legacy of courage, leadership, and visibility. I am different by design. And that difference is exactly what I plan to use to uplift others, even the ones I may never meet.

My name is Lauren Harris, and I come from Sumter County, a small rural community in Georgia. I’m the first in my family to attend college, raised by a single mother who worked long hours to make sure I never felt the weight of our circumstances. I’ve learned that strength isn’t always loud—it’s showing up when it’s hard, trying again when no one’s watching, and believing in yourself even when the odds are stacked against you. Growing up in a Title I school with overcrowded classrooms and limited access to advanced instruction taught me two things: how to advocate for myself and how to build solutions when none are provided. When my AP Pre-Calculus class had 31 students and only one teacher, I taught myself through YouTube tutorials, peer groups, and late-night study sessions. I enjoyed coding through ID Tech workshops, winning a global game design competition through Girls Make Games, and attending the STEM Honors program at Spelman College where I built a mental health app using UX principles. One experience that deeply shaped me was being misdiagnosed with ADHD in kindergarten. My restlessness was mistaken for a deficit, when in reality, I was simply gifted and unchallenged. That early mislabeling ignited a fire in me. I promised myself I would never let someone else define my potential, and I would advocate for others who feel unseen. That vow has guided my academic journey, my community service, and my passion for inclusive design. My chosen field—Industrial Design—is the perfect intersection of creativity, technology, and empathy. I plan to major in Industrial Design and minor in Human-Computer Interaction. I’m inspired by the potential of design to solve real problems, especially for communities like mine. Whether it’s creating accessible learning tools for students with disabilities or designing physical environments for elderly or low-mobility individuals, I want to build products that serve people who are often overlooked. Leadership and service have always been important to me. As Class President, Captain of the Tennis Team, and a Southwest District 4-H Board Member, I have learned how to lead with compassion and clarity. I’ve launched my own androgynous fragrance brand, Laurence Fragrances, as a creative outlet and entrepreneurial challenge. I also volunteer with the Southwest Georgia Children’s Alliance, where I’m mentored by the CEO, a fellow Industrial Design graduate who helped me realize that my voice and perspective. The degree I pursue won’t just be a stepping stone it will be a catalyst. Georgia Tech’s Industrial Design program excites me because of its fusion of engineering, empathy, and innovation. I’m particularly drawn to courses in user-centered design and sustainable systems. My long-term goal is to start a socially conscious design firm focused on developing accessible, technology-integrated solutions for underserved communities. Diversity and inclusion in technology are not optional, they are essential. I have lived the experience of being underrepresented, of being doubted, of being the only Black girl in a STEM camp. But I’ve also lived the power of defying expectations. I plan to mentor other young girls of color in tech and design, because representation isn’t just about visibility it is about possibility. My education is not just for me it’s for the girl in the back of the class who thinks coding isn’t for her, for the student with dyslexia struggling to learn from outdated systems, and for my younger cousins who are watching and waiting to see what’s possible. I’m here to show them that they matter, that their ideas matter, and that there’s space for all of us in the future we are building. Thank you for considering my application

Passion for Technology and Projects "The people who are crazy enough to think they can change the world are the ones who do." – Steve Jobs My name is Lauren Harris and I am a senior at Sumter County High School. I am an honor student and currently ranked 4th in my class. I have spent my high school years proving what’s possible with grit, guidance, and opportunity. I’ve balanced back-to-back varsity sports seasons, AP and dual-enrollment courses, and countless leadership roles—often finishing homework on bus rides to tennis matches or late at night after student council meetings . My future plans include in attending Georgia Tech to obtain a bachelors degree in Industrial Design followed by a masters in Human-Computer Interaction. An industrial design degree prepares students for a career in designing and developing manufactured products. It involves understanding how people interact with objects, identifying user needs, and creating innovative solutions. My passion for technology is rooted in the belief that creativity and innovation can solve the world’s most pressing problems. One of the first projects that fueled this passion was my participation in the Georgia FLEX Entrepreneurship Competition. I created an androgynous fragrance line, Laurence Fragrances, from concept to prototype, including a full business pitch. This experience wasn’t just about building a product—it was about solving a real-world problem. I wanted to design something that challenged gender norms and made everyone feel included. Winning 1st place at Region and 3rd at State wasn’t just rewarding it was a wake-up call that technology and design could change lives. That lesson deepened when I entered the international Girls Make Games competition. I developed and pitched a prototype for a video game addressing environmental issues and how to preserve the planet, combining storytelling, game mechanics, and psychological theory. I led a team through brainstorming sessions, coded parts of the game, and presented our pitch to industry professionals. We won 1st place out of 187 competitors. But more importantly, I learned how design, empathy, and technology can come together to make an impact. Technology inspires me because it’s limitless. It bridges imagination and reality. Whether it’s designing an inclusive product, creating a game that uplifts, or using AI to develop solutions for underserved communities. Tech is my language of change. These experiences have taught me not only the mechanics of entrepreneurship and software development but also the heart of innovation: empathy. I’ve come to believe that great design isn’t just beautiful it is inclusive. That’s why I want to study Industrial Design with a focus on Human-Computer Interaction. Working in technology allows me to combine my artistic vision with the tools to build real, functional solutions. These projects ignited my purpose, and they continue to fuel my desire to make technology more human-centered and accessible for all.

Growing up in a low-income, single-parent household in rural Georgia, I never saw many people in my community pursue careers in technology or design. But I was always curious about how things worked, how they were built, and more importantly, how they could be made better. That curiosity led to a deep passion for technology, especially in the ways it intersects with human-centered design. I plan to major in Industrial Design and later pursue a master’s degree in Human-Computer Interaction from Georgia Tech. This path allows me to combine art, empathy, and technology to design tools and experiences that make life better for people from underserved communities like mine. What excites me most about this field is that it’s about solving problems that matter. Industrial Design is about more than creating products; it’s about designing meaningful solutions. Whether it’s building assistive devices for people with disabilities, educational tools for low-resource classrooms, or tech-driven solutions to help the elderly woman live more independently, I want my work to be a bridge between innovation and empathy. I’ve already taken steps toward this future by attending STEM programs like SMASH at Spelman College, coding in Python and Java, and designing a mental health app for black female teenagers during a hackathon. I also won first place in the international Girls Make Games coding / game design competition. My path as not been without difficulties. When I was in kindergarten, a teacher suggested I be tested for ADHD because I struggled to sit still. What they didn’t see was a mind working faster than the material was taught. I wasn’t distracted, I was gifted, and misdiagnosed like many children across the country. That moment lit a fire in me. I promised myself that I’d never let someone else define my potential, and that I would speak up for others who feel unseen. In addition to these challenges, my mother is being laid off from At&t at the very time I’m preparing to leave for college. Our household has always been supported by love and hard work, but never by financial stability. I know that attending college will be life-changing for my family. I will be the first to go. I carry that responsibility proudly. Diversity and inclusion matter deeply in the tech industry because design is never neutral. It reflects the perspectives and experiences of its creators. When teams lack diversity, their products often miss the mark for the people who need them most. As a Black girl from a rural community, I bring a lens that is too often missing in the rooms where innovation happens. I understand the challenges of navigating technology in underfunded schools, of being misdiagnosed because I learned differently, of watching loved ones struggle with accessible spaces. These experiences fuel my passion to make sure others don’t have to face the same barriers. At Georgia Tech, I plan to immerse myself in the Industrial Design program where user-centered design and technical innovation are at the forefront. I want to research sustainable materials, develop assistive technology, and lead projects that put people of color first. I also plan to give back by mentoring students like me, those who don’t see themselves represented in tech, and helping them realize that they belong here too. I also plan on continuing my work with voter registration in communities in communities of color. My previous volunteerism with the NAACP in this area eared me the presidential volunteer service award Gold. Thank you for allowing me the opportunity to apply for your scholarship. If awarded, the funds would allow me make my future a reality.

The people who are crazy enough to think they can change the world are the ones who do." – Steve Jobs Growing up in a low-income, single-parent household in rural Georgia, I never saw many people in my community pursue careers in technology or design. But I was always curious about how things worked, how they were built, and more importantly, how they could be made better. That curiosity led to a deep passion for technology, especially in the ways it intersects with human-centered design. I plan to major in Industrial Design and later pursue a master’s degree in Human-Computer Interaction from Georgia Tech. This path allows me to combine art, empathy, and technology to design tools and experiences that make life better for people from underserved communities like mine. What excites me most about this field is that it’s about solving problems that matter. Industrial Design is about more than creating products; it’s about designing meaningful solutions. Whether it’s building assistive devices for people with disabilities, educational tools for low-resource classrooms, or tech-driven solutions to help the elderly live more independently, I want my work to be a bridge between innovation and empathy. I’ve already taken steps toward this future by attending STEM programs like SMASH at Spelman College, coding in Python and Java, and designing a mental health app during a hackathon. I also won first place in the international Girls Make Games coding / game design competition. My path as not been without difficulties. When I was in kindergarten, a teacher suggested I be tested for ADHD because I struggled to sit still. What they didn’t see was a mind working faster than the material was taught. I wasn’t distracted, I was gifted, and misdiagnosed like many children across the country. That moment lit a fire in me. I promised myself that I’d never let someone else define my potential, and that I would speak up for others who feel unseen. In addition to this, my high school is a Title I school with a significant teacher shortage. In my AP Pre-Calculus class, there were 31 students in a room meant for 18. I didn’t have a consistent teacher for most of the year. I struggled at first, not because I wasn’t capable, but because I didn’t have access to the support many others take for granted. Instead of giving up, I taught myself. I joined study groups, stayed up late watching YouTube lessons, and leaned on online platforms to bridge the gap. It was in these moments that I learned what it truly means to persevere. In addition to these challenges, my mother is being laid off from At&t after 25 years of service at the very time I’m preparing to leave for college. Our household has always been supported by love and hard work, but never by financial stability. I know that attending college will be life-changing for my family. I will be the first to go. I carry that responsibility proudly. Diversity and inclusion matter deeply in the tech industry because design is never neutral. It reflects the perspectives and experiences of its creators. When teams lack diversity, their products often miss the mark for the people who need them most. As a Black girl from a rural community, I bring a lens that is too often missing in the rooms where innovation happens. I understand the challenges of navigating technology in underfunded schools, of being misdiagnosed because I learned differently, of watching loved ones struggle with accessible spaces. These experiences fuel my passion to make sure others don’t have to face the same barriers. At Georgia Tech, I plan to immerse myself in the Industrial Design program where user-centered design and technical innovation are at the forefront. I want to research sustainable materials, develop assistive technology, and lead projects that put community impact first. I also plan to give back by mentoring students like me, those who don’t see themselves represented in tech, and helping them realize that they belong here too. I don’t just want a career, I want a calling. I want to be part of a generation of designers and technologists who are brave enough to ask the hard questions and bold enough to design the answers and this scholarship would ease the financial stress on my family and allow me to manifest my calling and reach my God given full potential. Thank you for considering me for this opportunity.

Growing up in a single-parent household in rural Southwest Georgia, I quickly learned how to turn limitations into fuel. My mother, who has worked tirelessly to provide for me and my siblings, taught me that strength doesn’t always roar it sometimes whispers through sacrifice and quiet perseverance. As a student at a Title 1 high school with limited resources and overcrowded classrooms, I’ve often had to seek out my own opportunities. In my AP Pre-Calculus class, there were 31 students far above the ideal student-teacher ratio. Without regular access to my teacher, I struggled at first, but I didn’t give up. I turned to YouTube, study groups, and after-school tutoring. I taught myself how to learn. My dream is to major in Industrial Design and later pursue a master’s degree in Human-Computer Interaction. I want to create technology that is rooted in empathy—tools that serve people often overlooked by mainstream design, like the elderly, the disabled, or students in underfunded schools like mine. I’m already building toward that future. I founded my own androgynous fragrance line, Laurence Fragrances, combining design and entrepreneurship. I’ve coded mental health apps at the SMASH summer program and won first place in the Girls Make Games global coding competition. I volunteer with the Southwest Georgia Children’s Alliance and learn from my mentor, Maggie McGruder, who also came from humble beginnings and now leads a nonprofit. These experiences taught me that resilience isn’t just about enduring hardship it’s about transforming it into purpose. I plan to use everything I’ve learned, from the quiet strength of my household to the bold innovation of STEM to design a world that’s more inclusive, more accessible, and more humane.

"The future belongs to those who believe in the beauty of their dreams." – Eleanor Roosevelt My name is Lauren Harris and I am a senior at Sumter County High School. I am an honor student and currently ranked 4th in my class. I have spent my high school years proving what’s possible with grit, guidance, and opportunity. I’ve balanced back-to-back varsity sports seasons, AP and dual-enrollment courses, and countless leadership roles—often finishing homework on bus rides to tennis matches or late at night after student council meetings . My future plans include in attending Georgia Tech to obtain a bachelors degree in Industrial Design followed by a masters in Human-Computer Interaction. An industrial design degree prepares students for a career in designing and developing manufactured products. It involves understanding how people interact with objects, identifying user needs, and creating innovative solutions. What motivates me most is the idea of impact. I have seen how the lack of resources in underfunded communities like mine can limit potential. I have also seen how access to opportunity whether through a summer coding camp or a mentor who believes in you can light a fire. If I could do anything with my life I would use industrial design and emerging technology to solve real world problems especially those that affect communities like mine. I want to design accessible solutions using cutting edge technology that are rooted in empathy, human need and accessibility. For example; designing spaces and products that are physically accessible to individuals with mobility impairments, such as ramps, wide doorways, and accessible restrooms. Creating clear signage and navigation systems for individuals with visual impairments and also implementing soundproofing materials and sound reinforcement systems to aid individuals with hearing loss. Creating a range of seating options to accommodate diverse physical needs is also exciting to me after seeing how my grandmother was limited in where she can go due to her disability before she passed away. What excites me about STEM is the freedom to imagine and the power to create. STEM is not just science technology engineering and math—it is the language of innovation. As someone deeply interested in industrial design I have been drawn to the intersection of form and function. My participation in the Summer Math and Science Honors (SMASH) program at Spelman College where I competed in Hackathon's and used UX design to build a mental health app for teens. I soon realized how design and information technology work together. That experience affirmed that my desire to blend art and computer science was powerful and leaned into my natural strengths. I also earned first place in the international Girls Make Games coding / game design competition where I developed and pitched a game prototype to industry professionals. These hands-on experiences shaped how I view tech not as an abstract tool but as a bridge to human connection and equity. Information technology especially when paired with design thinking can transform and improve out daily lives. Industrial design deeply incoporates use of IT to develop tools that close access gaps by developing assistive technology for students in underfunded schools and for people with disabilities. Telemedicine and apps that help vision imparted people are great but I feel I can do more by creating products for marginalized communities such as VR learning applications for students who cannot attend traditional classes. My coding experience with python, machine learning, SQL and Java gives me the tools but future design education will give me the lens to understand how they can be used to improve the lives of everyday citizens of the word.

"The future belongs to those who believe in the beauty of their dreams." – Eleanor Roosevelt My name is Lauren Harris and I am a senior at Sumter County High School. I am an honor student and currently ranked 4th in my class. I have spent my high school years proving what’s possible with grit, guidance, and opportunity. I’ve balanced back-to-back varsity sports seasons, AP and dual-enrollment courses, and countless leadership roles—often finishing homework on bus rides to tennis matches or late at night after student council meetings . My future plans include in attending Georgia Tech to obtain a bachelors degree in Industrial Design followed by a masters in Human-Computer Interaction. An industrial design degree prepares students for a career in designing and developing manufactured products. It involves understanding how people interact with objects, identifying user needs, and creating innovative solutions. What motivates me most is the idea of impact. I have seen how the lack of resources in underfunded communities like mine can limit potential. I have also seen how access to opportunity whether through a summer coding camp or a mentor who believes in you can light a fire. If I could do anything with my life I would use industrial design and emerging technology to solve real world problems especially those that affect communities like mine. I want to design accessible solutions using cutting edge technology that are rooted in empathy, human need and accessibility. For example; designing spaces and products that are physically accessible to individuals with mobility impairments, such as ramps, wide doorways, and accessible restrooms. Creating clear signage and navigation systems for individuals with visual impairments and also implementing soundproofing materials and sound reinforcement systems to aid individuals with hearing loss. Creating a range of seating options to accommodate diverse physical needs is also exciting to me after seeing how my grandmother was limited in where she can go due to her disability before she passed away. "The best way to predict the future is to invent it." – Alan Kay What excites me about STEM is the freedom to imagine and the power to create. STEM is not just science technology engineering and math—it is the language of innovation. As someone deeply interested in industrial design I have been drawn to the intersection of form and function. My participation in the Summer Math and Science Honors (SMASH) program at Spelman College where I competed in Hackathon's and used UX design to build a mental health app for teens. I soon realized how design and information technology can work together to solve real human problems. That experience affirmed that my desire to blend art and computer science was powerful and leaned into my natural strengths and passions. I also earned first place in the international Girls Make Games coding / game design competition where I developed and pitched a game prototype to industry professionals. These hands-on experiences shaped how I view tech not as an abstract tool but as a bridge to human connection and equity. Information technology especially when paired with design thinking can transform and improve out daily lives. Industrial design deeply incoporates use of IT to develop tools that close access gaps by developing assistive technology for students in underfunded schools and for people with disabilities. Telemedicine and apps that help vision imparted people are great but I feel I can do more by creating products for marginalized communities such as VR learning applications for students who cannot attend traditional classes. My coding experience with python, machine learning, SQL and Java gives me the tools but future design education will give me the lens to understand how they can be used to improve the lives of everyday citizens of the word. "You may not control all the events that happen to you but you can decide not to be reduced by them." – Maya Angelou One of the greatest challenges I have faced is navigating academic excellence in a school system that often lacks the resources to support it. Sumter County High School faces a significant teacher shortage especially in advanced courses. In my AP Pre-Calculus there were 31 students in my class far above the ideal 18 to 1 student teacher ratio. Without consistent access to my instructor I struggled at first. It was humbling especially for someone who is used to succeeding. But rather than give up I developed my own system. I sought online resources formed peer study groups and stayed after school to work through difficult concepts. I also kept a journal documenting not just what I learned but how I learned. That experience taught me that success and maturing sometimes are hidden in obstacles we overcome and sometimes they are just signals that it is time to adapt. When I was in kindergarten, a teacher suggested I be tested for ADHD because I struggled to sit still. What they didn’t see was a mind working faster than the material could feed it. I wasn’t distracted, I was gifted, and misdiagnosed like many children across the country. That moment lit a fire in me. I promised myself that I’d never let someone else define my potential, and that I would speak up for others who feel unseen. Another challenge that runs deeper is the financial strain my family faces. My mother is being laid off just as I prepare for college. It is difficult knowing that my dream of attending Georgia Tech may depend on loans; but I and determined and have been working toward this future for years not just through grades and awards but through the quiet perseverance that happens when no one is watching. That resilience is what carries me forward and why I believe I am ready not only to enter the STEM world but to help shape it. Thank you for allowing me to apply for your scholarship. I will be a blessing to whomever receives it.

“Adversity introduces a person to themselves.” – Albert Einstein Growing up in a low-income household in Southwest Georgia has shaped every part of who I am from how I problem-solve to how I dream. When resources were scarce, I learned to make the most of what I had. When opportunities were limited, I created my own. And when others saw financial limitations as a barrier, I saw them as a challenge one that would fuel my journey instead of holding me back. My family has always prioritized education, but the reality of our financial circumstances often meant doing more with less. My mother, a dedicated public servant, is now facing job loss due to layoffs. This uncertainty has only deepened my desire to succeed not just for myself, but for my family and the community I represent. I know that attending college, especially a specialized school like the Savannah College of Art and Design (SCAD), is a tremendous investment. But it’s one I am committed to making, because my dreams are not just about me they are about building something greater. Coming from a low-income background has influenced my career aspirations in Industrial Design in powerful ways. It taught me that good design shouldn’t be exclusive to the wealthy that beauty, innovation, and functionality should be accessible to everyone. I want to design products that solve real-world problems affordable furniture for small homes, educational toys that support children with learning differences, or sustainable packaging that doesn’t raise consumer costs. Growing up without excess has shown me that design is most powerful when it’s thoughtful, inclusive, and practical. My journey has been hands-on from the beginning. I have started my own fragrance business, Laurence Fragrances, and learned skills like welding, woodworking, and digital fabrication. I’ve prototyped designs in maker spaces and competed in coding competitions like Girls Make Games, where I won 1st place globally. My summer at the Summer Math and Science Honors (SMASH) program at Spelman College helped me understand the intersection of design, technology, and social change. It also highlighted how few students of color have access to these kinds of experiences a gap I plan to help close. This summer, I’m attending a pre-college Industrial Design program at Auburn University and a residential IEEE Try Engineering Camp at Georgia Tech. These experiences will expand my skill set and help me build a stronger foundation before entering college. I want to bring these lessons back home, mentoring students from underfunded schools, building community design labs, and proving that someone from a low-income background can lead innovation in the design world. I don’t see my financial background as a setback I see it as my superpower. It’s made me resourceful, resilient, and deeply aware of how design can be used to uplift and empower. My goal isn’t just to build a career it’s to build bridges: between art and engineering, between privilege and need, and between what exists and what’s possible. Because when you come from less, you learn to imagine more. And that’s exactly what I intend to do.

“To create is to make a difference not just in the object itself, but in the lives it touches.” My name is Lauren Harris, and I plan to pursue a career in Industrial Design, a field that lies at the intersection of art, engineering, and functionality. While many view design through a digital lens 3D modeling, CAD, and prototyping my love for Industrial Design stems from its roots in traditional trades: glass blowing, welding, woodworking, and craftsmanship. Growing up in Southwest Georgia, resources for youth interested in design or engineering were limited. But I was drawn to the trades from a young age — fascinated by how raw materials could be transformed into something beautiful and useful. I was fortunate to explore glass blowing in a local workshop, where I discovered the delicate balance between patience and precision. The first time I shaped molten glass into a small, iridescent bowl, I understood how much mastery comes from trial, repetition, and respect for the medium. In high school, I expanded that interest through welding and woodworking classes offered in regional career-tech programs. Welding taught me strength and discipline — the way a steady hand and careful vision could bind two worlds together, literally. Woodworking was meditative: the scent of cedar, the hum of a lathe, the satisfaction of sanding a surface smooth. These trades sharpened my creative instincts, taught me resilience, and helped me understand that Industrial Design isn’t just about form it’s about the feel, the function, and the process. As an aspiring Industrial Designer, I’ve also learned to embrace newer tools of the trade: laser cutting, CNC routing, and 3D printing. I’ve used digital fabrication labs to prototype fragrance bottles for my own androgynous fragrance line, Laurence Fragrances — a business I founded to challenge traditional gender norms in the beauty industry. But even in my most high-tech designs, there’s always a touch of the artisan a hand-etched detail, a wooden accent, or a metallic curve I designed with the same welding principles I learned early on. To master my trade, I will continue to refine both traditional and modern techniques. This summer, I’m attending a pre-college Industrial Design program at Auburn University to build real-world experience through studio-based work. Immediately after, I’ll spend eight days at the IEEE Try Engineering Camp at Georgia Tech, where I’ll tackle team-based design challenges that blend engineering and creativity — preparing me to enter college as a stronger, more well-rounded designer. Industrial Design isn’t just my career it’s my language. It gives me a voice to solve problems and express culture. I plan to use my skills to create socially conscious products — adaptive furniture for children with disabilities, sustainable packaging to reduce waste, and accessible designs for underserved communities like mine in Southwest Georgia. Giving back is part of my purpose. I want to open a design lab for local youth where they can learn woodworking, welding, digital fabrication, and more — because too many students like me are never told that “trade” and “design” can go hand in hand. I want to bring design education into schools, offer scholarships for girls interested in trades, and show young Black and brown creators that their ideas matter. Through mentorship, community projects, and local collaborations, I’ll ensure that what I create doesn’t just sit on a shelf it lives in the hands of people who need it most. Trade work and design may seem like different paths, but in truth, they are one and the same. Both require vision, discipline, craftsmanship, and an enduring belief in what’s possible.

“Success doesn’t just happen. It is planned for, worked for, and earned.” As a high-achieving student with a 4.4 GPA and a ranking of 4th in my class, I have always been driven by curiosity, creativity, and the need to solve problems in ways that benefit others. Growing up in Southwest Georgia, where underrepresentation in STEM fields is a persistent barrier for youth of color, I have often found myself in spaces where access to high-quality technology education and exposure to innovation were limited. Yet, these challenges only sharpened my resolve to break boundaries and carve out space in fields where voices like mine are rarely heard. Artificial Intelligence (AI) and Machine Learning (ML) became more than just subjects they became tools of empowerment and vehicles for change. One of my most enjoyable experiences was participating in the SMASH - Spelman Summer honors program, where I competed in a multi-day Hackathon alongside a team of bright young minds. We were challenged to develop an AI-driven app that addressed access to emergency services by homeless in our community. Drawing on my background in UX design, I helped lead our team in developing a prototype aimed at improving access to mental health resources for underserved teens. I focused heavily on empathy in the design process ensuring our interface was inclusive, intuitive, and reflective of our users’ needs. The project taught me how AI and design can work together to improve lives in tangible, compassionate ways. The judges and mentors praised our team for innovative thinking, especially for how we made AI more accessible through thoughtful UX and technology that homeless people could access. I further deepened my technical skills through intensive summer camps at ID Tech Camps, where I explored machine learning, app development, and learned to code in python, java, C++ and other languages. The instructors provided me with personalized feedback that fueled my growth, particularly in areas like logic-based coding, creative problem-solving, and optimizing machine learning models. I was often singled out for my unique blend of detail and troubleshooting ability—an intersection that now defines my personal brand as a future designer and innovator. Another highlight was my first-place finish in the Girls Make Games global competition, where I coded and designed an original video game that focused on solving environmental challenges. I handled all aspects of the game design—from character building and mechanics to back-end logic and storyline development. Winning among a pool of 187 competitors was not just a victory, but a validation that young women of color like me belong in the future of tech. Through 4-H STEM leadership, Georgia Movie Academy, and Black Girls Code, I have gained further hands-on exposure to robotics, automation, and real-world engineering projects. I have also led coding workshops for younger students in my community as a 4-H STEM ambassador, helping them gain confidence in their own tech journeys. Giving back is just as important to me as advancing my own skills. Looking ahead, I plan to major in Industrial Design with a minor in AI and Human-Centered Computing. I have been accepted into the Savannah College of Art and Design (SCAD), where I will continue to merge aesthetics with emerging technologies to build tools, systems, and products that address overlooked needs in marginalized communities. My dream is to launch a tech startup that fuses machine learning with design thinking creating solutions that are empathetic and inclusive. AI not just to solve problems, but to bring people together. I am ready to help shape the future of artificial intelligence not just through code, but through compassion, creativity, and purpose.

My name is Lauren Harris, and I am a senior at Sumter County High School in Georgia, ranked 4th in my class with a 4.04 GPA. I plan to major in Industrial Design with a minor in Marketing at the Savannah College of Art and Design (SCAD) or Georgia Tech. At the heart of everything I do is a desire to make life better, more equitable, and more beautiful for everyone. I believe design has the power to change the world, and I am determined to use that power for good. In kindergarten, I was almost held back not because I wasn’t capable, but because I was misunderstood. My teacher believed I had ADHD due to my hyperactivity, restlessness, and fast processing. It wasn’t that I couldn’t focus it was that I was bored. After extensive testing, I was found not to have ADHD, but to be “gifted.” Like many gifted children, I learned abstractly and absorbed information rapidly, which often put me out of sync with traditional teaching styles. Unfortunately, misdiagnosis like this is common and can unfairly label students. That early experience taught me the importance of advocacy, self-awareness, and challenging assumptions. Since then, I have used every challenge as fuel. I’ve maintained a rigorous academic course load—including dual enrollment and AP classes and will enter college with sophomore standing. I am also a leader in my school and community. I have served as Class President for three years, Co-Captain of the Varsity Basketball and Volleyball teams, and Captain of the Varsity Tennis Team. I balance my athletic leadership with academic excellence, even when it means studying after long matches or completing assignments on the bus. I also serve as a Certified Teen Leader and STEM Ambassador for Georgia 4-H and was elected by peers across 41 counties to serve on the Southwest District Board of Directors. These roles have allowed me to mentor younger students, organize regional events, and advocate for youth programs in rural communities like mine. One of my proudest accomplishments is founding Laurence Fragrances, an androgynous fragrance brand I created from scratch. I wanted to challenge traditional ideas of gender and identity through scent and create something that felt inclusive and empowering. The process taught me branding, product design, budgeting, and how to share a story with the world. It also confirmed that I want to use design as a tool for social change. Beyond business, I have made it a personal mission to give back. I raised over $10,000 to support homeless individuals in Georgia and distributed hundreds of hygiene kits and supplies. This effort earned me the Gold Presidential Volunteer Service Award and the Atlanta Awareness Coalition Humanitarian Award. I’ve also won state and national awards in entrepreneurship, coding, and international studies, and I’m a proud member of 4-H, FBLA, and Black Girls Code. I believe I am a strong candidate for the Mark Green Memorial Scholarship because I combine ambition with compassion, and leadership with humility. I don’t just chase goals I build systems and communities that benefit others along the way. My long-term goal is to launch a socially conscious design studio that employs and mentors underrepresented youth while creating accessible, human-centered solutions for real-world problems. Whether it's designing sustainable packaging, developing inclusive products, or creating campaigns that spark social dialogue, I want every project to leave a positive mark. This scholarship would not only support my college education, but it would also amplify my ability to lead, serve, and innovate. I want to honor Mark Green’s legacy by turning ambition into impact and empowering others to do the same.