Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. . As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.

Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. In my high school career, there were many factors that contributed to my lack of success. A feeling of not having a place in society, or being a part of a larger educational construct was instrumental in my indifference and lack of engagement in school. I fell through the cracks of the public education system and in that process, lost the sense of having a purpose or value in a community. I got comfortable with the idea of complacency and inadequacy and accepted my destiny. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. Initially, I started my journey with hesitation, unsure of myself and not knowing how to navigate higher education as a non-traditionally aged student. I wasn’t familiar with the advising process, technological advances, or channels to go to for support services on campus. As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. Throughout my time in higher education, I've developed a passion for serving underrepresented and disadvantaged students. In addition, I've also had the opportunity to identify leadership in these spaces as a role that I enjoy and excel at. As a student in long-term recovery from substance abuse and who is significantly older than a traditional student, I know how daunting collegiate transitions and acclimations are. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, community spaces that offer students a sphere of exchange for experience and social networking, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.

Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. In my high school career, there were many factors that contributed to my lack of success. A feeling of not having a place in society, or being a part of a larger educational construct was instrumental in my indifference and lack of engagement in school. I fell through the cracks of the public education system and in that process, lost the sense of having a purpose or value in a community. I got comfortable with the idea of complacency and inadequacy and accepted my destiny. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. Initially, I started my journey with hesitation, unsure of myself and not knowing how to navigate higher education as a non-traditionally aged student. I wasn’t familiar with the advising process, technological advances, or channels to go to for support services on campus. As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. Throughout my time in higher education, I've developed a passion for serving underrepresented and disadvantaged students. In addition, I've also had the opportunity to identify leadership in these spaces as a role that I enjoy and excel at. As a student in long-term recovery from substance abuse and who is significantly older than a traditional student, I know how daunting collegiate transitions and acclimations are. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, community spaces that offer students a sphere of exchange for experience and social networking, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.

Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. In my high school career, there were many factors that contributed to my lack of success. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. Initially, I started my journey with hesitation, unsure of myself and not knowing how to navigate higher education as a non-traditionally aged student. I wasn’t familiar with the advising process, technological advances, or channels to go to for support services on campus. As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. Thankfully, there were innumerable faculty and staff members at my various institutions that believed in me and were willing to guide me through my journey. This is my goal for the future. Throughout my time in higher education, I've developed a passion for serving underrepresented and disadvantaged students. In addition, I've also had the opportunity to identify leadership in these spaces as a role that I enjoy and excel at. As a student in long-term recovery from substance abuse and who is significantly older than a traditional student, I know how daunting collegiate transitions and acclimations are. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, community spaces that offer students a sphere of exchange for experience and social networking, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.

Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. In my high school career, there were many factors that contributed to my lack of success. A feeling of not having a place in society, or being a part of a larger educational construct was instrumental in my indifference and lack of engagement in school. I fell through the cracks of the public education system and in that process, lost the sense of having a purpose or value in a community. I got comfortable with the idea of complacency and inadequacy and accepted my destiny. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. Initially, I started my journey with hesitation, unsure of myself and not knowing how to navigate higher education as a non-traditionally aged student. I wasn’t familiar with the advising process, technological advances, or channels to go to for support services on campus. As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. Throughout my time in higher education, I've developed a passion for serving underrepresented and disadvantaged students. In addition, I've also had the opportunity to identify leadership in these spaces as a role that I enjoy and excel at. As a student in long-term recovery from substance abuse and who is significantly older than a traditional student, I know how daunting collegiate transitions and acclimations are. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, community spaces that offer students a sphere of exchange for experience and social networking, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.

Though I'd like to be able to verbalize the entirety of what recovery has meant to me in the last 5.5 years, it seems like an impossibility. My initial thoughts however are that recovery has been an all-encompassing shift in my perspective of both life and my own capabilities. Regarding the shift in my perspective, by working a 12-step program I've been able to internalize and adopt a mentality that is centered on gratitude and proportion. I am able to navigate life with an understanding of what is really important, and not be too emotionally attached to what isn't. I can easily let go of what I think 'should be' and live in 'what is'. This has been a life-changing practice in mindfulness and staying centered in reality. Through my recovery, I've also had the opportunity to experience a number of successes, including degree completion and scholarships, being self-sufficient, taking care of others, and taking care of myself. This has all led to a shift in my personal narrative of not being capable to engage with life. Slowly, over the course of time, I've seen the evidence lead me to the conclusion that I am a capable and motivated person. Finally, recovery to me means developing and maintaining relationships. This comes with self-reflection, being able to adjust, patience and tolerance, and the implementation of appropriate boundaries. The fellowship that I am part of has offered me a life that is full and beyond worth living.

Education was always a highly prioritized value in my family. My mother, a teacher for over three decades, instilled in me a belief that education was the springboard that would open windows of opportunity. While I always valued education, as a teenager I found little value in myself, so when substances were introduced to me at an early age, I clung to them as a means of belonging and acceptance. In my high school career, there were many factors that contributed to my lack of success. A feeling of not having a place in society, or being a part of a larger educational construct was instrumental in my indifference and lack of engagement in school. I fell through the cracks of the public education system and in that process, lost the sense of having a purpose or value in a community. I got comfortable with the idea of complacency and inadequacy and accepted my destiny. As I got older and my use of substances progressed, education quickly became something that wasn’t within my capabilities; it was completely out of my reach. When I got the phone call in 2014 that my father fatally overdosed, it shattered me. When the dust settled, I was left alone with my addiction, using the only tools I had to cope with my new reality. I continued to use substances until the pain of my addiction was undeniable and glaring. I knew I was at my end. May 2, 2017, was the first day of the rest of my life. It was on this day, at the age of 31, that my long-term recovery from substance use began and would continue to be a dominant factor in my success. I started my collegiate adventure at a year clean from all substances, instinctively knowing that education would reshape my life. At that time, I could not have imagined how important this choice would be. Initially, I started my journey with hesitation, unsure of myself and not knowing how to navigate higher education as a non-traditionally aged student. I wasn’t familiar with the advising process, technological advances, or channels to go to for support services on campus. As I slowly found my footing, I realized that my educational accomplishments weren’t just reshaping my life, they were breathing life back into me. A newfound realization of self-worth, purpose, and value was blooming within me. As I continued down my academic path I had two distinct realizations: education was a crucial factor in my increased self-worth, yet navigating college as a non-traditional and disadvantaged student was incredibly challenging. Throughout my time in higher education, I've developed a passion for serving underrepresented and disadvantaged students. In addition, I've also had the opportunity to identify leadership in these spaces as a role that I enjoy and excel at. As a student in long-term recovery from substance abuse and who is significantly older than a traditional student, I know how daunting collegiate transitions and acclimations are. My goal in attending graduate school is to earn a degree in higher education that I can use to support non-traditional and disadvantaged students on the ground while developing long-lasting structural changes to ease the challenges these students face. My dreams include creating specific advising programs geared towards disadvantaged students, inclusivity training for support services on college campuses, community spaces that offer students a sphere of exchange for experience and social networking, and practical skills training for students without exposure to higher education environments. The financial assistance offered through scholarships would support this endeavor. Thank you for your consideration of my application.