One of the most important lessons I have learned about leadership came from my dad, who served in the military. A few years ago, he completely changed the way I thought about what it means to lead others. At the time, I believed that being a leader meant being the person in charge—the one who made the decisions, set the pace, and expected everyone else to follow. I thought a strong leader had to stand out from the group and push people to work harder. To me, leadership was about authority and responsibility. One day my dad and I were talking about teamwork and leadership, and he shared something he had learned during his time in the military. He explained that the best leaders he served with did not try to make themselves the center of attention. Instead, they focused on the people around them. He told me that real leadership is about making every member of the team feel important and capable. He explained that a good leader gives everyone the chance to succeed. Instead of trying to do everything themselves, great leaders create an environment where people feel supported, respected, and confident in their abilities. When someone feels valued, they are more willing to step up, share their ideas, and give their best effort. My dad said that empowering your team is the most powerful thing a leader can do. That conversation changed the way I saw leadership. I began to realize that leadership is not about being above others, but about helping others grow and succeed. A leader’s job is to build people up and create a team where everyone has the opportunity to contribute. Since then, I have tried to apply that lesson in my own life. On my robotics team, I started focusing more on encouraging my teammates and making sure everyone felt comfortable sharing ideas. Instead of trying to do everything myself, I worked to create an environment where everyone could contribute their strengths. As a result, our team became more collaborative, and people were more willing to step up and take on challenges. I saw how much stronger the team became when everyone felt valued and supported. I have also applied this mindset through my work with Water Acidification Research Project, where I collaborate with people from around the world collecting environment underwater data with NOAA. Working with individuals from different backgrounds, cultures, and experiences taught me even more about the importance of listening, respecting different perspectives, and making sure everyone feels included. When people feel heard and appreciated, communication improves and the group is able to accomplish far more together than any one person could alone. These experiences helped me see my dad’s lesson in action. Leadership is not about standing above others—it is about lifting others up. By empowering the people around you and creating a positive environment, you allow everyone to perform at their best. My dad’s experience in the military taught him that leadership is not about power or recognition. It is about responsibility to the people around you. By passing that lesson on to me, he helped shape the way I approach teamwork, challenges, and leadership opportunities in my own life. The lesson he shared with me continues to guide me today, and it will continue to influence the kind of leader I hope to be in the future.

Leadership, to me, means creating opportunities where none existed before and helping others realize their potential. Throughout my experiences in robotics, environmental research, and education outreach, I have learned that leadership is not just about guiding others—it is about building systems that allow people to participate, grow, and contribute. One of the most meaningful ways I have practiced leadership is through creating and managing the Water Acidification Research Project (WARP), a citizen science initiative focused on monitoring freshwater ecosystems. I helped design WARP to make environmental research more accessible to students, educators, and community members who want to contribute to scientific understanding but may not have traditional research opportunities. Through WARP, participants collect environmental data from freshwater sites and submit their findings using a digital data collection platform that feeds into a shared mapping system. What started as a small idea has grown into a network of more than 30 active testing sites across 4 continents and across the USA, where participants collect water samples and monitor environmental conditions. Managing this project requires coordinating with teams, organizing data collection, maintaining the mapping system, and ensuring that participants understand how their work contributes to real scientific research. WARP is built around the idea of citizen science—empowering everyday people to participate in scientific discovery. By involving students and community members in hands-on research, we help people see that science is not limited to laboratories or universities. Anyone with curiosity and dedication can contribute to understanding and protecting our environment. Beyond organizing research, one of the most important parts of my leadership is mentoring younger students. For the past five years, I have worked with students from kindergarten through college, teaching robotics, engineering, and environmental science. I especially enjoy working with younger girls in my community, helping them develop confidence in STEM fields where they are often underrepresented. In addition to my work with WARP, I have served as the CEO of my Underwater Research Robotics Company for the past four years. Leading a team of more than forty students from eighth through twelfth grade has taught me that leadership is not about giving orders, but about encouraging others and making decisions that benefit the entire team. I work to ensure that every team member feels valued and important to our organization's success. Managing a group this large requires communication, organization, and trust. By supporting each student’s ideas and strengths, I help create an environment where everyone feels confident contributing to our projects. My experiences in robotics competitions, environmental research, and community outreach have taught me that leadership requires persistence, creativity, and empathy. Whether I am troubleshooting a robotics system, coordinating data collection for WARP, or teaching a young student how to code for the first time, I try to lead in a way that empowers others. Education has the power to transform lives, and I believe that expanding access to science and technology opportunities is one of the most important ways we can create a more equitable future. Through WARP, underwater robotics, and my mentorship work, I strive to make STEM fields more accessible and inclusive, especially for students who may not otherwise see themselves in these spaces. What makes me a leader is not just the projects I have built, but the people I have helped inspire along the way. My goal is to continue creating opportunities for others, encouraging curiosity, and helping the next generation of scientists and engineers discover their own potential.

Growing up along the shores of Lake Huron, I developed an early appreciation for both the beauty of nature and the responsibility we have to protect it. I am a student leader, researcher, and aspiring environmental engineer driven by curiosity and a deep commitment to my community. For the past several years, I have served as CEO of my high school’s underwater robotics team, where I have led research initiatives focused on freshwater monitoring, marine technology, and environmental protection. Through engineering, I plan to make a positive impact by developing innovative tools that expand access to real-time environmental data, particularly in the Great Lakes region. I hope to design technology that helps scientists, policymakers, and communities make informed decisions to preserve vital ecosystems. My decision to pursue engineering was shaped by both inspiring and challenging life experiences. From a young age, I was involved in robotics, often being one of the only girls in technical spaces. I encountered discouraging comments suggesting that leadership and complex engineering tasks were not meant for me. Instead of allowing those experiences to limit me, they strengthened my determination. I worked harder, asked more questions, and stepped into leadership roles. One of the most influential experiences was collaborating with researchers connected to the Thunder Bay National Marine Sanctuary. Through this work, I helped develop and deploy underwater systems to collect subsurface data—something our community lacked despite relying heavily on the Great Lakes. Seeing our robotic systems gather meaningful scientific data showed me that engineering is not just about machines; it is about solving real problems that affect real people. Another defining experience was leading the development of a floating data-collection device designed to gather water quality samples beneath the surface. Coordinating design iterations, testing prototypes, and presenting our findings to community stakeholders taught me resilience, communication, and the power of collaboration. Engineering became more than a subject in school—it became a way to serve others. These experiences confirmed that I want to pursue a degree in engineering so I can continue creating practical, research-driven solutions for environmental challenges. My favorite engineer is Jacques Cousteau. Although he is widely known as an ocean explorer, he was also an inventor and innovator who co-developed the Aqua-Lung, revolutionizing underwater exploration. What inspires me most about Cousteau is not just his technical contributions but his ability to combine engineering with storytelling and advocacy. He used technology to reveal the hidden world beneath the ocean’s surface and inspire global conservation efforts. I hope to follow a similar path—using engineering not only to build tools, but also to spark awareness and action. Engineering, to me, is about curiosity, courage, and commitment. It is about asking how we can do better for our communities and our planet—and then designing the solutions to make that vision a reality.

“Girls can’t be leaders.” “Go make me a sandwich.” “It’s too complicated for you.” Comments like these followed me through engineering classes and robotics competitions. They echoed the loudest when my software failed for the ninety-ninth time or when a design didn’t work as planned. But instead of walking away, I turned up my “Girl Boss” playlist, rewrote the code, and ran it for the hundredth time. I found my spark for STEM at a young age. Growing up surrounded by robotics, I was fascinated by how code could bring machines to life. But as my passion grew, so did the voices suggesting I didn’t belong. In middle school, I often felt overlooked in engineering spaces. I questioned whether I was “smart enough” or capable enough to lead in a field where I was often one of the only girls. Everything shifted during a robotics practice when my coach asked me to step into the role of CEO for our underwater robotics team. In that moment, I realized something important: people would form opinions about me no matter what I did. So I decided I would lead boldly anyway. I taught myself Python and CAD through online resources. I stayed late to troubleshoot designs. I dove headfirst into building world-class ROVs and programming autonomous systems. I worked relentlessly—not to prove critics wrong, but to prove to myself that I belonged. As I grew more confident, I recognized that my experience was not unique. Many young girls step away from STEM before they ever discover their potential. I wanted to change that. I began hosting STEM camps for students in kindergarten through eighth grade, volunteering over 600 hours to create a welcoming, judgment-free space to explore robotics and engineering. These camps are free and intentionally encourage girls to ask questions, lead projects, and take up space confidently. My team also launched a community-wide annual LEGO competition for students from Pre-K through 12th grade. Participants design creative builds around a special “rule brick,” and during our three-hour live challenge, builders of all ages tackle a surprise theme. We transformed our local marine sanctuary museum into a space filled with creativity, collaboration, and thousands of LEGO bricks. What began as a small outreach idea has grown into a regional event, with participation increasing every year and community businesses supporting our STEM initiatives. Students now plan their builds months in advance. Last year, I founded the Water Acidification Research Project (WARP), a global freshwater initiative studying the long-term effects of acidification. Using underwater robotics technology I developed, I partnered with STEM programs and researchers worldwide to collect environmental data. I intentionally built a collaborative network that included women in underwater technology—many of whom I met through international competitions—so we could lead research together in a field where representation still matters. STEM has not always felt welcoming to me, but adversity taught me resilience. I learned to separate my worth from others’ doubts and to respond to bias with preparation and performance. Each setback strengthened my determination and deepened my commitment to leadership. I plan to pursue mechanical engineering focused on underwater and marine technology, designing systems that protect freshwater ecosystems and expand environmental research capabilities to make a positive impact on the world. But my impact will extend beyond innovation. I will continue building inclusive spaces in STEM, mentoring young engineers, and ensuring that the next generation—especially girls—never question whether they belong. I have built more than robots. I have built confidence, community, and opportunity. And no one is making sandwiches—unless we program the robot to do it.

One of the most significant personal struggles I have faced occurred during a regional underwater robotics competition, where I serve as Chief Executive Officer of my team. In this role, I am responsible for understanding every mission requirement, rule, and scoring detail. Preparation is something I take seriously. However, during one of our official mission runs, I was confronted with a situation that challenged not only my leadership, but my confidence. An assigned judge informed me that our team had failed to provide proper documentation. I knew this was incorrect—this was our second mission run, and we were fully prepared. When I calmly attempted to clarify and present our materials, the judge dismissed my explanation. He then refused to allow two of my teammates to complete a task under the tent and out of the rain, despite the fact that they were handling sensitive electronics and safety was a concern. When I advocated for my team, he became visibly frustrated and told me I did not understand the mission requirements. Minutes later, our male Chief Technology Officer raised the exact same concerns. The judge’s tone immediately shifted. He listened. He reconsidered. He responded respectfully. Throughout the remainder of the fifteen-minute mission, the judge continued to question my understanding while treating my teammate differently. This competition was hosted in my own hometown. After five years of leading my team nationally with professionalism and composure, I had never experienced something so openly dismissive. At the end of the run, I noticed penalties that did not align with the official rulebook. When I respectfully asked for clarification, the judge overruled me sharply and demanded my signature. In that moment, frustration overwhelmed me. I reacted emotionally—something I had never done in a judging situation before. Immediately afterward, I felt disappointed in myself. I had allowed someone else’s behavior to disrupt my composure, and I worried that I had let my team down. After taking time to regroup, I chose to respond differently. I reviewed the rulebook carefully with my coach and confirmed that my interpretation was correct. Armed with evidence and calm determination, I approached the regional coordinator. He agreed that errors had occurred and arranged a formal review meeting. Although the judge continued to argue, the matter was escalated to the mission director, who ultimately ruled in our favor and corrected our score. While the outcome was resolved, the deeper challenge was internal. I had to confront the reality that leadership as a young woman may not always be met with equal respect. Instead of allowing that realization to discourage me, I used it as motivation to grow. I strengthened my ability to advocate clearly, control my emotions under pressure, and document everything thoroughly. I learned that professionalism is most powerful when maintained in the face of adversity. This experience changed me. It taught me that leadership is not defined by how we act when things go smoothly, but by how we respond when we are challenged unfairly. I learned to separate emotion from strategy, to rely on preparation and policy, and to advocate persistently yet respectfully. As I pursue engineering and future leadership roles, I will carry this lesson with me. I cannot control others’ biases, but I can control my preparation, confidence, and response. This hardship strengthened my resilience and reinforced my commitment to becoming a leader who ensures others—especially young women—feel heard, respected, and empowered.

Growing up in a small town, there was not always a lot to do. But one thing I could always count on was dance. From tap and jazz to ballet and musical theatre, I loved it all. Dance has never just been an extracurricular activity for me—it has been a constant in my life, a place where I feel most like myself. I hope to continue dancing in college and throughout my life because it has shaped who I am in ways I never expected. Dance has influenced my confidence and how I see myself. Like many girls, I struggled with body image. I would watch myself in the mirror or on recorded videos and focus only on flaws. There were times I considered quitting—not because I stopped loving dance, but because I was uncomfortable in my own skin. However, something inside me refused to walk away from something that brought me so much joy. Over time, dance helped me shift my perspective. Instead of criticizing my body, I began appreciating it for what it could do—leap, turn, balance, and express emotion without words. I learned to stop comparing myself to others and to focus on growth rather than perfection. Dance helped me find peace with myself. It taught me that what truly matters is the passion behind the movement, not the reflection in the mirror. Dance has also taught me courage. Stepping onto a stage under bright lights, fully exposed to an audience, requires vulnerability. There is no hiding when the music begins. Through countless performances, I learned how to take a leap of faith and trust my preparation. I learned to quiet self-doubt and embrace the moment. As someone who naturally prefers having a clear plan and structure, dance pushed me to adapt and go with the flow. Music can change, choreography can shift, and mistakes happen—but the show continues. That mindset has carried into other areas of my life, giving me the confidence to take risks and try new challenges without fear of imperfection. Dance is also my reset button. No matter how difficult my day has been, I can turn on my playlist and let everything else fade away. When I dance, the noise quiets. It is just me and the music, moving together. In those moments, I feel grounded and free at the same time. Dance reminds me that even on overwhelming days, I have something that centers me. Beyond personal growth, dance has given me community. Some of my closest friendships were built in studios, backstage during costume changes, and in the shared excitement before stepping on stage. Dancing alongside others creates a unique bond. You see each other at your most genuine—sweaty, nervous, joyful, and proud. There is a special kind of love in moving in sync with people who share your passion. One of my favorite parts of dance now is teaching younger dancers. Guiding them, encouraging them, and answering their questions allows me to give back what dance gave to me. I hope to be someone they can look up to—not just as a dancer, but as someone who believes in themselves. Dance has shaped my confidence, resilience, friendships, and sense of self. It is more than movement; it is part of who I am.

My primary community service involvement has been through my high school underwater robotics team, which operates as a nonprofit with a strong research and service mission. While the team functions as a school club, it also operates independently as a company that partners with scientific and environmental organizations. I have served as the team’s CEO for five years, and all of my work has been voluntary, focused on benefiting my community through research, education, and ecological management. Robotics has been a defining part of my life for as long as I can remember. My older siblings competed on robotics teams, so I grew up attending competitions instead of playdates. I went to my first Robotics World Championship in 2012 at four years old and have attended every year since. From an early age, robotics shaped my curiosity, discipline, and long-term goals, becoming far more than an extracurricular activity. As I advanced through middle and high school, I assumed increasing leadership roles, including VEX team captain and eventually CEO of Underwater Robotics Research (UR2), a high school team competing in the Marine Advanced Technical Education (MATE) competition. Under my leadership, UR2 evolved from a competition-focused team into one centered on real-world impact. I built partnerships that allowed our engineering skills to directly serve our local environment and scientific community. During high school, I collaborated with the Thunder Bay National Marine Sanctuary (TBNMS) and the Great Lakes Environmental Research Laboratory (GLERL) to address freshwater acidification in the Great Lakes. I helped design and implement a subsurface water-sampling system that enables researchers and students to collect pH data from deeper freshwater environments. Through this work, I learned that Michigan had only one freshwater acidification test site—an alarming discovery given how acidification is already affecting local ecosystems and how little data exists to study it. In response, I expanded my efforts beyond my community. I contacted organizations worldwide, developed a standardized freshwater testing method, and created a data-collection website dedicated to freshwater acidification research. Today, I manage over thirty active test sites globally and collaborate with Viking Cruise Line to analyze and apply the data. This project contributes to a growing scientific understanding of freshwater acidification while empowering students and researchers to participate in meaningful climate research. Leadership, to me, means more than technical success. It means mentoring younger students, fostering a positive team culture, and expanding access to engineering opportunities. Growing up in a small town where women in engineering are rare, I often lacked role models who looked like me. As a result, I have worked intentionally to create inclusive robotics programs that encourage girls to pursue STEM. I strive to be the role model I once needed. My goal is to become a mechanical engineer specializing in underwater and marine technology. Growing up on Lake Huron has shown me how deeply my community depends on healthy freshwater ecosystems. With a strong college education, I plan to continue developing technologies that support climate resilience, protect freshwater resources, and increase representation for women in engineering. Engineering has given me the tools to create change, and leadership has taught me how to use those tools responsibly. I am committed to continuing my service through innovation, collaboration, and compassion to make a lasting impact on my community and the waters it depends on.

My primary community service involvement has been through my high school underwater robotics team, which operates as a nonprofit with a strong research and service mission. While the team functions as a school club, it also operates independently as a company that partners with scientific and environmental organizations. I have served as the team’s CEO for five years, and all of my work has been voluntary, focused on benefiting my community through research, education, and ecological management. Robotics has been a defining part of my life for as long as I can remember. My older siblings competed on robotics teams, so I grew up attending competitions instead of playdates. I went to my first Robotics World Championship in 2012 at four years old and have attended every year since. From an early age, robotics shaped my curiosity, discipline, and long-term goals, becoming far more than an extracurricular activity. As I advanced through middle and high school, I assumed increasing leadership roles, including VEX team captain and eventually CEO of Underwater Robotics Research (UR2), a high school team competing in the Marine Advanced Technical Education (MATE) competition. Under my leadership, UR2 evolved from a competition-focused team into one centered on real-world impact. I built partnerships that allowed our engineering skills to directly serve our local environment and scientific community. During high school, I collaborated with the Thunder Bay National Marine Sanctuary (TBNMS) and the Great Lakes Environmental Research Laboratory (GLERL) to address freshwater acidification in the Great Lakes. I helped design and implement a subsurface water-sampling system that enables researchers and students to collect pH data from deeper freshwater environments. Through this work, I learned that Michigan had only one freshwater acidification test site—an alarming discovery given how acidification is already affecting local ecosystems and how little data exists to study it. In response, I expanded my efforts beyond my community. I contacted organizations worldwide, developed a standardized freshwater testing method, and created a data-collection website dedicated to freshwater acidification research. Today, I manage over thirty active test sites globally and collaborate with Viking Cruise Line to analyze and apply the data. This project contributes to a growing scientific understanding of freshwater acidification while empowering students and researchers to participate in meaningful climate research. Leadership, to me, means more than technical success. It means mentoring younger students, fostering a positive team culture, and expanding access to engineering opportunities. Growing up in a small town where women in engineering are rare, I often lacked role models who looked like me. As a result, I have worked intentionally to create inclusive robotics programs that encourage girls to pursue STEM. I strive to be the role model I once needed. My goal is to become a mechanical engineer specializing in underwater and marine technology. Growing up on Lake Huron has shown me how deeply my community depends on healthy freshwater ecosystems. With a strong college education, I plan to continue developing technologies that support climate resilience, protect freshwater resources, and increase women's representation in engineering to make a positive impact on our world. Engineering has given me the tools to create change, and leadership has taught me how to use those tools responsibly. I am committed to continuing my service through innovation, collaboration, and compassion to make a lasting impact on my community and the waters it depends on. I want to make a positive change and to help make our home a better one.

Some of my earliest memories are rooted in robotics. My older siblings were part of robotics teams, and my parents served as mentors, so I grew up spending more time at competitions than at playdates. I attended my first Robotics World Championship in 2012, at 4 years old, and have attended every year since. From the beginning, robotics wasn't just a cool after-school activity—it was a part of my life and shaped the goals I am working toward today. My career goal is to become a mechanical engineer specializing in underwater and marine technology. Growing up on Lake Huron has strongly influenced this goal. I have seen how important our Great Lakes are to our community and environment, and I want to help protect them from environmental threats, pollution, and climate change. I have been designing technology that can monitor water quality, support research, and help prevent long-term damage to our lakes, but I want to keep going. With a strong college education, I can continue make a positive lasting change. Since 2022, I have served as the CEO of Underwater Robotics Research (UR2), a high school robotics team focused on improving our community while competing globally. Through UR2, I have been able to apply what I learn beyond competitions through real world projects. I have worked and collaborated with organizations such as Thunder Bay National Marine Sanctuary, NOAA, Viking Cruise Line, and the Great Lakes Environmental Research Laboratory on underwater research, environmental monitoring, underwater foundations inspections, and engineering solutions that help our community. These experiences have shown me how engineering can create significant change right here at home. I am applying for this scholarship because it would provide significant support as I pursue an engineering degree while remaining financially independent in college. Engineering is a challenging and time-intensive field that requires access to hands-on projects, research opportunities, and advanced coursework. Getting this scholarship would allow me to focus more fully on my education and work without the strain of financial uncertainty. I could spend more time learning than I would if I were working a job to pursue my passion and dream. Instead of worrying about how to afford my education, I would be able to devote my time and energy to my studies, research, and service, helping me stay committed to continuing to give back to my community through my work. Through robotics, I have developed creative thinking, resilience, teamwork, and leadership skills that have shaped who I am and who I hope to become. Receiving this scholarship would allow me to use the education I gain in college to give back to my community by developing eco-friendly solutions to challenges the Great Lakes face today. I am committed to serving my community, inspiring other students, and mentoring and coaching to share what I learn. I will pursue this path regardless of financial support, but this scholarship would allow me to focus more fully on my education, ultimately strengthening both my impact and my community.

My community depends on the Great Lakes, yet we collect very little real-time data from beneath their surface. Growing up on Lake Huron, I’ve felt a responsibility to protect our waters. In fifth grade, I began researching plastics in inland lakes, and that curiosity grew into a commitment to environmental science. Today, I serve as the CEO of Underwater Research Robotics, my high school’s underwater robotics research company, where we design technology to solve real-world environmental problems. In the summer of 2024, one of our largest partners—the Thunder Bay National Marine Sanctuary (TBNMS), in collaboration with NOAA—approached my team with a challenge: develop equipment to collect freshwater acidification data. My first reaction was "Yes!... but what the heck is that?" In our research, we learned that excess carbon dioxide from human activity lowers water pH, threatening ecosystems. While oceans are well studied, the Great Lakes lack long-term, real-time acidification data. That realization was alarming. We don’t know how quickly these waters are changing or what they may look like in fifty years. This issue is personal. My Lake Huron community depends on tourism, shipwreck preservation, and a healthy ecosystem. Increased acidification accelerates the deterioration of shipwrecks and disrupts underwater life. To address this gap, I designed a low-cost, autonomous sampling device called the Water Acidification Float (WAF). Using a buoyancy engine, it dives up to 20 feet, collects pH data, and resurfaces. What began as a prototype quickly grew into something larger. I reached out to student teams and organizations worldwide to test the design and collect data locally. With test sites on 4 continents, that collaboration evolved into the Water Acidification Research Project (WARP), a global citizen-science initiative I founded and now lead. Today, WARP has over 24 test sites worldwide. My first goal is to spread knowledge—helping every person reduce their carbon footprint, and understand their actions and how they affect the environment. Next, I want to expand WARP so anyone, anywhere, can collect water quality data. With more funding and support, we could deploy FLOAT units to measure key water-quality data worldwide. By empowering students and communities to participate in research, WARP spreads scientific literacy while building the data needed to protect our waters. I envision WARP becoming a globally recognized project that helps safeguard freshwater ecosystems and the communities that depend on them—starting with the Great Lakes and extending worldwide.

Some of my earliest memories are rooted in robotics. My older siblings were part of robotics teams, and my parents served as mentors, so I grew up spending more time at competitions than at playdates. I attended my first Robotics World Championship in 2012, at 4 years old, and have attended every year since. From the beginning, robotics wasn't just a cool after-school activity—it was a part of my life and shaped the goals I am working toward today. As I progressed into middle and high school, I continued to take on leadership roles, becoming a team captain in both VEX and serving as CEO of Underwater Robotics Research (UR2), a high school team dedicated to applying underwater engineering, competing in Marine Advanced Technology Education (MATE). Through UR2, I helped shift our focus from competing in underwater competitions to real-world impact by partnering with organizations to address real-world issues. I collaborated with the Thunder Bay National Marine Sanctuary (TBNMS) and the Great Lakes Environmental Research Laboratory (GLERL) to address the growing issue of freshwater acidification in the Great Lakes. I helped design and implement a water-sampling system enabling researchers and students to collect pH data from deeper freshwater environments. While conducting this research, I discovered that Michigan had only one freshwater acidification test site, which deeply concerned me because acidification is slowly harming our Great Lakes and we don't fully understand its effects. In response, I reached out to companies worldwide, developed a standardized testing method, and created a data-collection website dedicated to freshwater acidification research. Today, I manage over 30 active test sites globally and work with Viking Cruise to analyze and apply this data to improve the understanding of freshwater acidification. I want to continue designing and improving technologies that monitor water quality, support scientific research, and protect freshwater ecosystems from pollution and climate-related threats. Leadership, for me, has meant more than technical success—it has meant building a positive team culture, mentoring younger students, and creating access to engineering opportunities in my community. In a small town where women in engineering are rare, I have also worked to create inclusive robotics programs that encourage girls to pursue STEM, providing representation and mentorship where little previously existed. I want to be a role model for the girls in the community, having never had one myself. My goal is to become a mechanical engineer specializing in underwater and marine technology. Growing up Through a strong college education, I plan to expand the work I have already begun—developing engineering solutions that serve both local and global communities. I also want to remain actively involved in outreach and mentorship, especially for young girls interested in engineering, so future students can see leadership in STEM as both possible and attainable. Engineering has given me the tools to create change, and leadership has shown me how to use those tools responsibly. I intend to continue applying both to make a lasting, positive impact on my community and the environments it depends on.

My primary community service involvement has been through my high school underwater robotics team, which operates as a nonprofit with a strong research and service mission. While the team functions as a school club, it also operates independently as a company that partners with scientific and environmental organizations. I have served as the team’s CEO for five years, and all of my work has been voluntary, focused on benefiting my community through research, education, and ecological management. Robotics has been a defining part of my life for as long as I can remember. My older siblings competed on robotics teams, so I grew up attending competitions instead of playdates. I went to my first Robotics World Championship in 2012 at four years old and have attended every year since. From an early age, robotics shaped my curiosity, discipline, and long-term goals, becoming far more than an extracurricular activity. As I advanced through middle and high school, I assumed increasing leadership roles, including VEX team captain and eventually CEO of Underwater Robotics Research (UR2), a high school team competing in the Marine Advanced Technical Education (MATE) competition. Under my leadership, UR2 evolved from a competition-focused team into one centered on real-world impact. I built partnerships that allowed our engineering skills to directly serve our local environment and scientific community. During high school, I collaborated with the Thunder Bay National Marine Sanctuary (TBNMS) and the Great Lakes Environmental Research Laboratory (GLERL) to address freshwater acidification in the Great Lakes. I helped design and implement a subsurface water-sampling system that enables researchers and students to collect pH data from deeper freshwater environments. Through this work, I learned that Michigan had only one freshwater acidification test site—an alarming discovery given how acidification is already affecting local ecosystems and how little data exists to study it. In response, I expanded my efforts beyond my community. I contacted organizations worldwide, developed a standardized freshwater testing method, and created a data-collection website dedicated to freshwater acidification research. Today, I manage over thirty active test sites globally and collaborate with Viking Cruise Line to analyze and apply the data. This project contributes to a growing scientific understanding of freshwater acidification while empowering students and researchers to participate in meaningful climate research. Leadership, to me, means more than technical success. It means mentoring younger students, fostering a positive team culture, and expanding access to engineering opportunities. Growing up in a small town where women in engineering are rare, I often lacked role models who looked like me. As a result, I have worked intentionally to create inclusive robotics programs that encourage girls to pursue STEM. I strive to be the role model I once needed. My goal is to become a mechanical engineer specializing in underwater and marine technology. Growing up on Lake Huron has shown me how deeply my community depends on healthy freshwater ecosystems. With a strong college education, I plan to continue developing technologies that support climate resilience, protect freshwater resources, and increase representation for women in engineering. Engineering has given me the tools to create change, and leadership has taught me how to use those tools responsibly. I am committed to continuing my service through innovation, collaboration, and compassion to make a lasting impact on my community and the waters it depends on.