Volleyball has been a constant presence in my life for as long as I can remember, shaping who I am as an athlete, leader, mentor, and advocate for young people. Through years of both playing and coaching, I have seen firsthand how the environment created by coaches can define an athlete’s experience. I experienced both ends of the coaching spectrum growing up. I was fortunate to have my dad coach me in softball and basketball, where I learned what supportive and respectful leadership looks like. At the same time, I encountered volleyball coaches who were dismissive, verbally abusive, or exclusionary, and those experiences nearly destroyed the love that my teammates and I had for the game. As I grew older, I came to understand that for many young athletes, a coach can determine whether a sport becomes a lifelong source of confidence or something they walk away from permanently. That realization pushed me toward coaching. After graduating, I spent three years coaching my former middle school, high school, and local club teams. Stepping into that role allowed me to be the kind of coach I once needed; one who prioritized inclusion, effort, and personal growth alongside competition. Coaching quickly became more than teaching skills or running drills. I formed strong bonds with players, offering guidance not just in volleyball, but in navigating school, confidence, teamwork, and adversity. Many of those relationships still exist today, long after the seasons ended. One of the experiences I am most proud of was helping organize and run a fundraiser that raised over $3,000 for the local Boys & Girls Club, while also securing much-needed equipment for our team. It was important to me that the girls understood the value of giving back and being part of something larger than themselves. Seeing them take ownership of that effort reinforced my belief that youth sports can be a powerful driver of community engagement and leadership development. Volleyball has given me some of the highest highs and lowest lows of my life. I have experienced the excitement of winning a regional championship as a student-athlete, and the joy of watching a young player successfully send her first serve over the net. I have also lived through moments of loss and hardship, including supporting teammates after a serious car accident and standing up to an abusive high school coach. Eventually, I stepped into that coach's role after graduating, which was an experience that cemented my commitment to creating safer, more supportive environments for the young athletes who's shoes I used to wear. In recent years, I have had to step back from coaching in order to focus on work and academics, ensuring I could support myself financially and avoid taking on additional debt while completing my degree. While this decision was necessary, it has been difficult to step away from something that brings me so much purpose. Coaching is where I feel most connected to my community and where I see the most immediate, hands-on impact of my efforts. Looking ahead, I am deeply excited to return to coaching. I plan to continue working with youth volleyball programs and to create inclusive, encouraging spaces where athletes feel valued, seen, supported, and challenged with care. Through coaching, I hope to be a consistent, positive presence that helps athletes build strength, resilience, and a lifelong love of the sport. Volleyball has shaped my life in profound ways. Giving back to the sport through youth coaching is not only my favorite way to serve my community, but also the way I feel I can make the most meaningful difference.

My computer science goals are centered on building practical, human-centered technology that is both technically sound and genuinely useful. As a third-year Computer Science student at Oregon State University, I am especially interested in web development, full-stack systems, and human–computer interaction. I enjoy working across the stack because it allows me to understand how technical decisions directly affect users. My long-term goal in computer science is to become a software engineer who not only writes correct and efficient code, but also designs systems that are accessible, maintainable, and responsive to real human needs. Alongside my academic work, I have developed strong interests in usability engineering and inclusive design. Through coursework and independent projects, I have learned that technical correctness alone is not enough; technology must also be usable by people with different abilities, backgrounds, and constraints. This coming spring, I have the opportunity to work alongside Dr. Margaret Burnett, a distinguished professor of human-computer interaction at OSU and creator of the GenderMag Method (an evaluation tool to fight gender bias in software). I will be joining her team as a research assistant, researching ways to increase inclusivity in AI. I want to continue strengthening my skills in user research, accessibility standards, and interface design so that I can contribute to products that prioritize equity and inclusion rather than treating them as afterthoughts. My non–computer science goals are closely tied to advocacy, mentorship, and community engagement. Outside of academics, I have spent significant time playing and coaching volleyball, which has shaped how I think about leadership, communication, and growth. Coaching in particular has reinforced the importance of meeting people where they are, adapting explanations to different learning styles and younger audiences, and fostering environments where individuals feel supported and capable. I am also deeply invested in LGBTQ+ advocacy, and have participated in multiple events that promote visibility, allyship, and community. These experiences have influenced how I approach teamwork, communication, and problem-solving in all areas of my life. I currently work at Ashley Quinn CPAs & Consultants, where for the last three years, I have gained exposure to real-world business systems, regulatory requirements, and the challenges that arise when processes rely on outdated or inefficient tools. Seeing these inefficiencies firsthand has motivated me to think critically about how software can simplify complex systems, reduce human error, and improve day-to-day work for professionals outside of the tech industry. In the future, I hope to combine my computer science and non–computer science goals by building technology that supports underserved or overlooked users. This could include designing accessible financial tools, developing inclusive educational platforms, or creating internal software that improves workflows in professional environments like my current job. I am particularly interested in roles that sit at the intersection of software engineering, design, and social impact, where technical skill is paired with empathy and intentionality. Ultimately, my goal is to use computer science as a means of empowerment, both for myself and for others. By combining my technical training with my interests in advocacy, accessibility, and mentorship, I hope to contribute to technology that is not only functional, but meaningful, inclusive, and human-centered.

I have many thoughts about this text - the first being that every last word is accurate. My generation (Gen Z) has been handed a world in shambles. I first remember hearing about climate change when I was in the second grade. I was nearing the end of 4th grade when I dislocated my knee for the first time. That night, I heard my parents arguing about how they were going to pay for my MRI, so the next morning, I lied and told them I was feeling better and didn't need to go to the doctor. In 9th grade, I realized that I would not be able to afford college without a serious financial burden. The following year, it set in that I would likely never be able to own a home. These are the harsh realities that most people in my generation face. However, unlike the generations before us, we've had all of the world's information at our fingertips for our entire lives. No one lied to us about how hard our lives were going to be. We knew what we were up against. Pointing out the injustice that we see is often met with phrases like, "If you don't like it here, you can leave." My response to this is always "Or I can stay and make it better." The author of this text has made a fantastic point: "I often hear, “You’re the generation that created this mess, now you’re going to tell us how we should fix it?” Then I have heard, “Don’t worry, we’ll deal with it,” politely telling us to get out of the way." I believe that the only way to make real, progressive change in our society is to bring in young leaders who have new perspectives, different experiences, and ambitious ideas. Don't get me wrong, I love my grandparents to the moon and back, but I don't think people who are older than them should be running our country. So, in the most respectful way possible, get behind us, or get out of the way! Almost 9 million Americans have turned 18 since the last presidential election, including myself. The members of my generation know that we are running out of time to fix the climate crisis. We know that the economic and educational policies being instituted by our current leaders could very well cause irreparable damage to future generations. We know that freedom means having the ability to be who you are, love who you want, and being able to make decisions about your own body. I believe that my generation will make incredible advancements, but we can't do that without the support of those who came before us. The author of the text truly hit the nail on the head. I know both myself and my peers have oodles of ambition and drive that we can't wait to spread throughout humankind. We will become "The Greatest Generation 2.0" by creating a society that is equal and equitable, that prioritizes the health, happiness, and overall well-being of its citizens, and that will be a safe and prosperous place for future generations, forever.

When I was 15, I convinced myself I would not live to see my high school graduation. In the midst of Covid, my family and I decided that it would be best for me to stay home for an extra semester of online school regarding my father's health. Subsequently, I was pushed aside to learn on Edgenuity, a poorly designed education platform, with even poorer monitoring from my school district. While my peers were using a hybrid schedule and learning from our regular teachers, I fell behind and began to fail. As a former straight-a, gifted student, the amount of pressure I put on myself was crippling, and I found myself crumpled in my father's arms, confessing that I had been considering suicide. Together, we made the decision to drop three of my classes so I could finish the semester with a manageable course load. As my mental health improved, I discovered a new passion for intertwining technology and education. I've always had a love for teaching. I'm at my happiest when coaching volleyball and tutoring. I've decided to major in computer science. I love to think about the endless opportunities that lie in software and technology, and I can't wait to use my findings to help people that want to learn in non-traditional ways. Eventually, I plan to design my own education platform, one that prioritizes learning, not just grades. I want to include a place where students can ask questions because everyone deserves the same opportunity to have a human connection, even if they're separated by computer screens. My platform will include mental health resources, so no one has to go through what I went through. I also want students to have the ability to learn about the things they're passionate about. Making a wide variety of subjects available for every student is crucial for their success. I'm fascinated by the way we learn, and I believe that with the right resources, learning doesn't have to be a shameful, painstaking experience. Learning can be enjoyable and exciting, and I'm confident that by intertwining technology and education, I can develop a platform where students can discover that. Six days from now, I will graduate high school with an honors diploma, placing 8th in my class. I worked hard to turn my grades around, but the support I received from my family was an unparalleled factor in my journey to success. I truly believe that I have found my life’s purpose in education. By giving students access to the same resources and support I received, I know I will have a hand in creating a generation of passionate, knowledgeable, diverse students who are equipped with the skills and information to conquer the obstacles that lie ahead.

During my freshman year of high school, I decided I wanted to be extraordinary. I had my heart set on going to a prestigious school, becoming a doctor, winning awards, and making lots of money. I wanted nothing more than to impress my family and amaze those around me. I took every AP and honors class my school would allow, played basketball, volleyball, and softball for my school, played club volleyball after that, and worked at a veterinary hospital on the weekends. Subsequently, I was completely burnt out. I worked for nearly seventeen hours every single day, and I fell into a depressive state. Then in March of my freshman year, Covid hit. At first, I struggled with online school. I fell behind, and when I found myself in French class, attempting to take a test where I couldn't even understand the directions, I caved into the massive amount of pressure I put myself under, and I cheated. Of course, I got caught. I was asked to come in for a meeting with my French teacher, Mrs. Cross. We sat on opposite corners of her small classroom, trying to maintain social distancing. To my surprise, she didn't scold me. Instead, she asked me how I was doing. I was flabbergasted, to say the least. "I'm fine." "Really? Then why are you crying?" I brought my hand to my face, and when I pulled it away, I was puzzled to find that it was wet. "I didn't realize I was." "Then we have some stuff to talk about." For almost two hours, we sat and talked. Well, Mrs. Cross talked, and I blubbered behind my snot and tear-filled mask. I told her about how overwhelmed I was. I talked about how I couldn't sleep, how my grades were slipping, and how I didn't have time to eat or socialize - or think for that matter. I rambled on and on. When I finally looked up, Mrs. Cross had tears in her eyes. "You're exhausted. You remind me a lot of me when I first started teaching." Mrs. Cross gave me some of the best advice I've ever received. She helped me let go of my necessity to be perfect all the time. I quit basketball and dropped a couple of classes. Now I take classes I enjoy, not just the ones that will boost my GPA. We spent about five minutes at the end of our meeting talking about my test. I apologized and we made a plan for me to come in every day after school until I was ready to take it. After I passed the test, I continued coming in for extra help, and I absolutely fell in love with the French language. Without a doubt, Mrs. Cross is the best teacher I've ever had. She related to her students on an emotional and an educational level. Though she retired last year, she still sends me pictures of her trips to France. If I get the chance to study abroad, I definitely want to go to France, and that's because of her. Thanks to the kindness she showed me, I felt strong enough to push through, and build the comfortable life that I want for myself, not the pressure-filled, anxiety-ridden life that I had before.

When I was seven years old, my mother told me the story of how she knew she wanted to be a veterinarian at the age of nine. I practically grew up in the hospital she owned, watching her save little furry lives day in and day out. Seven-year-old me thought the easiest way to be a hero like my mother was to decide I wanted to be a vet too. When I was eight, I discovered photography, and even though I wouldn't be saving lives by taking pictures, having a plan for my life brought me comfort. However, my interests came and went, as to be expected of children, and I had fleeting attractions to being an astronaut, FBI agent, attorney, dermatologist, florist, jeweler, and so many more. At the ripe age of thirteen, I had absolutely no idea what I wanted to do with my life. Gripped with uneasiness from all the pressure I had put on myself from being four whole years behind my mother's schedule, I marched into Pet Network Humane Society and got myself a job volunteering with shelter animals. After all, the only thing I had any experience in was veterinary medicine. I worked at Pet Network for three years where I helped organize community events, including the annual Fur Ball (a large fundraiser for the shelter), I had hands-on interactions with patients and worked to get numerous pets adopted, and I even got to name a litter of puppies. I loved my time at Pet Network, and I truly feel like I made a difference in those pets' lives. After leaving, I got a job at the Incline Veterinary Hospital, where to this day, I work to take care of the pets in my community. I've learned so much throughout my years in the medical field, but to be completely honest, I've never been truly fulfilled. This empty feeling I've been experiencing is why I actually plan to major in computer science. Working in technology will allow me to go into any field I choose. I still have a wide variety of interests, just like my childhood self, but now I can use my skills and passion for computers and software to work in any environment I may choose. I believe that I will reach true fulfillment if I can explore different fields, without being tied down to a singular one. I don't have to put enormous amounts of pressure on myself to map out every minute of my life anymore. I'm confident that by working with technology, I will make a difference in the lives of my friends, family, community, and myself, forever.

My motivation for the things I do every day is my parents. They both came from very humble beginnings; my father's mother divorced her abusive husband when my father was ten years old, which left my father and his mother with nothing. Moreover, when my mother was fourteen, her mother passed away from lung cancer, which she kept a secret until she was on her deathbed. They have both worked for their entire lives to give me the life I have today. My mother worked three jobs throughout her entire undergraduate degree and put herself through veterinary school. She has since owned two practices in California and Nevada. My father, although he does not have a post-secondary education, also owns a business in the produce industry. My parents are astounding people who allowed me to have the life that they dreamed about as children. They motivate me on a daily basis because I want to use every opportunity that they have presented me with. After they have worked tirelessly for their entire lives, I can pursue anything I want to do. They have high expectations for me, but they also gave me somewhat of a head start in life. My parents give me the freedom to fail and make mistakes, which is something they never had. All of these components motivate me to change the world with the opportunities in which they've provided me.