At home, I am the one who fixes the Wi-Fi or translates a doctor’s diagnosis; at school, I am the one designing the future of healthcare. Being the first engineer in my family means living in two worlds that don’t speak the same language. The adversity I face isn’t just the crushing workload of a Biology and Biomedical Engineering dual degree; it is the heavy silence of navigating a path without a blueprint. While my peers could call home for advice on internships or lab protocols, I was met with the skeptical silence of a family that saw my ambition as a reckless gamble. They see the long nights and mounting stress and ask why I can’t choose a "safer" job with a guaranteed paycheck. Their doubt wasn't born from a lack of belief in me, but from a desire to see me stable and secure; they didn't want to see me struggle for a future they couldn't yet visualize. Carrying the weight of their doubt while having no one to lean on made me feel like an architect trying to build a skyscraper without a foundation. On my worst days, I wondered if they were right: “Maybe I should just graduate with a Biology degree and leave engineering for later?” Eventually, I realized that if I didn't have a mentor at home, I had to build a "chosen family" in the industry. I stopped treating my isolation as a badge of honor and started treating it as a problem to be engineered. I sought out professors during office hours not just for grades, but for the "hidden curriculum" of being an engineer: learning how to network, find research labs, and manage the psychological toll of a dual degree. I joined professional organizations like the Biomedical Engineering Society (BMES), Society of Physics Students (SPS), and National Society of Black Engineers (NSBE), finding a community where my struggles were understood and my ambitions were mirrored. Then, I experienced my first Research Experience for Undergraduates at the University of Michigan - Ann Arbor. It was there that the blueprint finally became clear. I found my passion for research and inspiration to pursue a PhD in Tissue Engineering and Biomaterials. I stopped trying to convince my family with words and started showing them the tangible impact of my work, slowly turning their doubt into pride. This journey has shaped me into a master communicator and a resilient problem-solver. Because I had to explain complex biomedical concepts to a family without a STEM background, I developed the ability to make high-level science accessible, which is a vital skill for any engineer pitching life-saving technology. More importantly, I can now spot the students who look as lost as I once was, recognizing the specific quiet of a student who has the drive but lacks the map. Today, I have transitioned from seeking mentors to becoming one. I became a student instructor for an Introduction to Engineering Dual Enrollment class for high schoolers and mentored younger underserved students, helping them navigate the lab placements, engineering protocols, and professional etiquette that once baffled me. My advice to anyone facing similar circumstances is simple: do not mistake being "the first" for having to be "the only." Your family’s doubt is often just their fear for your well-being in an environment they don't understand. Don’t wait for their permission to be great. Instead, find your tribe, build your own support system, and eventually, become the blueprint for the next person in line.

Growing up, I rarely saw Black women represented in science and engineering, but I always knew I wanted to be one. I saw math and science not only as fascinating subjects, but also as tools to solve the problems I saw in my community, such as health inequities, limited access to preventive care, and underrepresentation in STEM careers. Today, as a dual-degree student in Biology and Biomedical Engineering at Xavier University of Louisiana, I am actively working to become the kind of scientist and engineer I once looked for: someone who not only innovates but uplifts others through her work. My academic journey has prepared me to tackle complex challenges in healthcare using science and math through engineering principles. At Xavier, I contributed to physics research on bioprinted dentin tissue, where I learned foundational techniques in tissue engineering, including bioink formulation and scaffold printing. That work continued at the University of Manchester, where I participated in research at the Wellcome Trust Centre for Cell-Matrix Research, focusing on breast cancer tissue modeling. These experiences built my skills in cell culturing, immunofluorescent staining, and hydrogel development; skills I am now applying in my current internship with CELL-MET, the NSF Engineering Research Center in Cellular Metamaterials, at the University of Michigan - Ann Arbor. There, I am focused on cardiac tissue engineering to help develop a device that can repair damaged heart muscle, which is both deeply technical and personal to me. But my commitment to science is not limited to the lab. I believe that the most meaningful scientific work happens when it reflects and serves the needs of diverse communities. That is why I’ve made STEM outreach a core part of my mission. As a student instructor for a dual-enrollment Introduction to Engineering course at a minority-serving high school in New Orleans, I teach engineering principles to students who rarely see themselves represented in STEM. I also volunteer with the Science Saturday program through the Society of Physics Students, where I lead interactive science activities for K-12 students in underfunded schools. These experiences have reinforced for me that science and engineering must be made visible, tangible, and accessible, especially for female students who often grow up believing those paths are not meant for them. Looking forward, I plan to pursue a Ph.D. in Biomedical Engineering with a focus on regenerative medicine and biomaterials. My goal is to use my science and math background to design accessible, culturally responsive cardiac tissue repair technologies that directly address disparities in treatment outcomes. Whether I am developing new biomaterials to treat cardiovascular disease or mentoring future engineers in my community, I intend to make science more inclusive, more humane, and more effective. For me, science has never been about discovery alone. It is about restoring dignity, saving lives, and creating opportunity. Through engineering, I hope to build a more equitable healthcare system and inspire the next generation to see science and math as ways to serve.

In my senior year of high school, I watched my mother suffer from a heart attack due to an inoperable congenital heart defect that no one was aware of. I remember sitting by her bedside, wondering why there weren’t better tools to treat her: preventative screening, effective treatments, more personalized support. That frustration led me to biomedical engineering, specifically cardiac tissue engineering. I realized I wanted to be part of the generation that designs technologies with empathy and equity in mind, especially for communities that have been historically underserved. I began my journey at Xavier University of Louisiana as a dual-degree student in Biology and Biomedical Engineering. Although Xavier is not an engineering school, I found my footing with the Physics and Robotics department, connecting with professors to begin my research journey. In the Physics department, I contributed to research on dentin tissue to aid in dental repair. This project gave me foundational experience in tissue engineering, including working with bioinks and printing scaffolds for bioprinting. Through my involvement with the Xavier Exponential Honors Programs, I was awarded the opportunity to build upon these skills by travelling to shadow and research at the University of Manchester in the Wellcome Trust Centre for Cell-Matrix Research through learning cell culturing techniques and immunofluorescent staining in breast tissue to aid in the detection and treatment of breast cancer through the use of hydrogel models. These skills became integral in my path to my goal of cardiac tissue engineering by preparing me for my current research internship with CELL-MET, the NSF Engineering Research Center in Cellular Metamaterials, which focuses on using tissue engineering principles to create a device to repair damaged heart tissue. While these experiences shaped my technical abilities, I am also passionate about creating more access for my community in this field. Growing up, I rarely saw Black women in science or engineering; however, I knew I wanted to be one. Now, I work to ensure others not only see that image, but believe they can become it. Creating access to STEM for underrepresented students has remained crucial throughout my journey. As a student instructor for a dual-enrollment Introduction to Engineering course at a minority-serving high school in New Orleans, I teach foundational engineering concepts to students who rarely see themselves reflected in technical fields. I go beyond equations and design principles: I mentor, encourage, and listen to students who are just beginning to envision their futures. I also volunteer with the Science Saturday program through the Society of Physics Students chapter at Xavier. This initiative brings interactive STEM education to K-12 students in schools that lack access to STEM-related enrichment. These hands-on experiences have affirmed that engineering is not just a career path for me, it’s a platform to drive equity in healthcare and education. I plan to pursue a PhD in Biomedical Engineering and become a tissue engineer, developing biomaterials that address health disparities in underserved communities. My time mentoring high school students and volunteering with STEM outreach programs has shown me that innovation must be inclusive, and that the best solutions come from listening to the people you aim to serve. In the future, I want to lead research initiatives that merge cutting-edge biomedical design with community collaboration, ensuring that technologies are not only technically sound but also accessible and culturally responsive. Through engineering, I will serve, empower, and help build lasting change.

Growing up, I rarely saw Black women in science or engineering, however, I knew I wanted to be one. Now, I work to ensure others not only see that image, but believe they can become it. My academic journey has never been about personal achievement alone: it has been about making space for others and helping to build the kind of inclusive, supportive community I wish I had seen more of when I began my path in engineering. Through teaching, service, mentorship, and leadership, I have remained committed to inclusion and to strengthening the communities I belong to. My education in Biology and Biomedical Engineering has only deepened this commitment, shaping both my sense of purpose and my vision for the future. At Xavier University of Louisiana, I am pursuing a dual degree in Biology and Biomedical Engineering through a 3+2 program that will soon take me to the University of Memphis to complete my engineering studies. Creating access to STEM for underrepresented students has remained a central focus throughout my journey. As a student instructor for a dual-enrollment Introduction to Engineering course at a minority-serving high school in New Orleans, I teach foundational engineering concepts to students who rarely see themselves reflected in technical fields. I go beyond equations and design principles: I mentor, encourage, and listen to students who are just beginning to envision their futures. I remember one student, Joshua, who barely spoke during our first few classes. But after a few weeks of learning about the engineering sector, building bridges with popsicle sticks, and running simulations together, he stayed after class to tell me he wanted to be an engineer like me. That moment reminded me that mentorship is more than academic; it is generational change, especially for students who need someone to see their potential first. Watching his confidence grow reminded me how powerful it is to have someone believe in you before you believe in yourself. Outside the classroom, I volunteer with the Science Saturday program through the Society of Physics Students at Xavier. This initiative brings interactive STEM education to K-12 students in schools that lack access to STEM-related enrichment. Many of the students come from underrepresented communities and have never interacted with scientists or engineers before. I guide them through hands-on experiments and help them discover their potential in science. These moments, such as watching a student’s face light up as they grasp a new concept, are powerful reminders of why inclusion and exposure matter. I treat each activity as an opportunity to affirm that STEM is for everyone, not just a coveted few. I believe I am a strong candidate for the Mark Green Memorial Scholarship because I share Mr. Green’s belief in the transformative power of education and community service. I have used my platform as a student and mentor to inspire others, particularly students who might not otherwise see themselves in higher education or STEM careers. With a 3.71 GPA in a rigorous dual-degree program, I have proven both academic dedication and a heart for service. Looking ahead, I plan to build a future where healthcare technologies are innovative and inclusive: created with empathy, tested with equity, and implemented in collaboration with the people they serve. Specifically, I aim to design affordable biomaterials that address health disparities in underserved communities. Concurrently, I will continue teaching, mentoring, and leading in these communities to make STEM more accessible. Thanks to education, I have found my voice. With this scholarship, I will help others find theirs and ensure there is space for everyone to thrive.

I am a dual-degree student in Biology and Biomedical Engineering at Xavier University of Louisiana, currently preparing to transfer to the University of Memphis as part of a 3+2 program to complete the final phase of my engineering education. As a Black woman in STEM, I have learned to navigate academic spaces where people who look like me are often underrepresented. Rather than viewing this as a limitation, I have embraced it as an opportunity to lead, uplift others, and bring much-needed perspective to science and engineering. My interest in biomedical engineering is both personal and purposeful. I have watched family members struggle with neurodegenerative and cardiovascular diseases, and those experiences have shaped my desire to contribute to medical solutions that can improve lives. I am especially drawn to tissue engineering and the development of biomaterials that can be used to treat chronic illnesses and injuries; technologies that, if made accessible, could transform healthcare for underserved communities. My long-term goal is to develop innovative, sustainable therapies that extend lives and improve their quality. To prepare for this path, I have pursued opportunities that challenge me academically and expand my technical skills. As an Environmental Health and Safety intern at Smith+Nephew, I helped improve safety protocols in lab and manufacturing environments, learning how engineering supports health and well-being even beyond the clinical space. I have also conducted research in tissue engineering and biophysics at the University of Manchester’s Wellcome Trust Centre for Cell-Matrix Research and at Xavier’s Physics Department. These experiences have strengthened my scientific abilities and taught me how collaboration, especially across cultures and disciplines, fuels innovation. Equally important to me is my role as a mentor and advocate for young students interested in STEM. I serve as a student instructor for a dual-enrollment Introduction to Engineering course at a minority-serving high school in New Orleans, where I teach foundational engineering concepts to students who often do not see themselves reflected in technical fields. I also volunteer with the Science Saturday program, which brings hands-on STEM learning to K-12 students in minority schools. I see my role as an educator and representative of what is possible when someone who looks like them pursues STEM. As a proud member of Alpha Kappa Alpha Sorority, Incorporated, and the Drum Major and Woodwind Captain for the Xavier Golden Sound Marching Band, I have also committed myself to service and leadership through the arts and Greek life. These roles have taught me discipline, time management, and how to connect with people from all walks of life. Whether I am mentoring a student, leading a classroom, or performing on the field, I bring my full self to the work as a scientist, artist, advocate, and community member. The impact I hope to make in the world is rooted in innovation and equity. I want to engineer technologies that address health disparities and build systems that reflect the needs of real people, not just idealized models. I believe that science should not be siloed in labs or limited to those with privilege; it should be inclusive, collaborative, and responsive to the communities it serves. I want to lead projects that reflect these values and support the next generation of underrepresented scientists and engineers who will continue this mission.