As a high school senior, captain of the Jaguar Steppers, a dedicated student, and a soon-to-be college athlete, I’ve learned that balancing school, life, and my sport has not only made me stronger, it’s shaped who I am. Being part of a sport that demands physical stamina, leadership, precision, and expression has taught me more than routines and rhythms; it’s taught me discipline, perseverance, and how to stand tall in a world that doesn’t always make space for strong women. Step is not always seen in the same light as traditional sports, but make no mistake, it is athletic, competitive, and powerful. As captain, I wasn’t just leading performances; I was organizing practices, resolving conflicts, managing schedules, and mentoring younger teammates. All of this while maintaining a rigorous academic schedule, preparing for college, and fulfilling leadership roles in student government. The discipline I developed from step directly supported my academics. I learned how to use my time wisely, how to prioritize my commitments, and how to push through when things got tough. Late nights practicing routines and early mornings studying taught me how to balance mental and physical demands without losing sight of my goals. Being a female athlete in a male-dominated world has meant fighting to be taken seriously. It means performing in front of crowds who may not understand the technique and power behind step. It means constantly proving that my sport is just as valuable and demanding as any football or basketball game. But these challenges have made me resilient. I’ve learned to carry myself with confidence, speak with authority, and lead with empathy and strength. I’ve seen firsthand how underestimated female athletes are, and I’ve made it my mission to prove otherwise. Being a woman in sports has taught me how to build community and uplift others. When I lace up for practice or take the stage, I’m not just performing, I’m showing younger girls that they can lead too. I’m showing them that sweat, strength, and spirit are not reserved for boys. I plan to continue stepping in college, whether through a campus team, community program, or local competition league, because I believe in keeping that sisterhood alive. I want to inspire other women to find their voice through movement and to fight for their place on any stage or field. Balancing school and life with sports has strengthened my ability to lead, to endure, and to rise. It has shown me how to carry excellence into every space I enter, even those not built for me. And because of this, I walk with pride, knowing that I’m part of a generation of female athletes who are redefining what strength looks like.

My name is Scarlette Burgess-Wren, and I am currently pursuing a degree in Mechanical Engineering at Tuskegee University. From a young age, I have been curious about how things work and how to make them better for people. Whether I was helping fix things at home or participating in STEM clubs at school, I always enjoyed building, solving problems, and designing. As I’ve grown, I’ve realized that engineering goes beyond machines or structures; it’s about improving people’s lives and addressing important issues. My passion for engineering comes from my experiences growing up in both Maryland and Bermuda. Being exposed to different ways of life helped me see the value of using my education to make a real impact in my community. I am particularly interested in applying my mechanical engineering skills to civil and agricultural engineering. I want to help create sustainable and accessible infrastructure that benefits all communities, especially those that are underserved. In high school, I participated in several hands-on engineering projects that taught me how to navigate the design process from brainstorming to prototyping and testing. One of my proudest achievements was leading my senior capstone project in the Project Lead The Way Engineering program, where we created a spinal support device to help people with lifting-related back pain. We named our final presentation "Instant Dream Spine: The Back Support Makeover", and we treated it like an engineering makeover show, documenting each step of our design, testing, and revisions. That experience confirmed my desire to pursue engineering as both a career and a calling. To become skilled in my field, I plan to take advantage of every learning opportunity. This includes internships, co-op programs, undergraduate research, and joining engineering organizations. I also want to participate in real-world projects where I can apply what I’ve learned in class to solve real issues. Tuskegee’s strong engineering legacy and commitment to supporting Black excellence provide the ideal foundation for me to grow, lead, and innovate. Giving back to my community is one of my biggest motivators. I have spent years in student government and peer mediation, and I have mentored younger students, especially those interested in STEM. I plan to continue this work by creating STEM outreach programs, leading workshops, and volunteering in schools to encourage girls and students of color to see themselves in engineering. Eventually, I hope to return to the communities that raised me and work on projects that provide clean water, safer structures, and green technologies to neighborhoods that need them most. For me, engineering is about lifting others as you rise. I want my journey to show that with knowledge, heart, and service, we can build a better world, one design at a time.

Engineering Solutions, Empowering Communities My academic and career goals are grounded in the belief that innovation should serve people—and especially the people who are most often left behind. As a first-generation college student pursuing a degree in mechanical engineering from Tuskegee University, I have committed myself to building a career that integrates engineering, community empowerment, and public service. I hope to design sustainable technologies that work to empower marginalized communities while, in return, continuing to mentor and lead others through civic engagement and educational activism. I've been interested in problem-solving since I was a child. Whether it was disassembling and fixing broken toys or observing how buildings and bridges supported whole cities, I saw engineering as an amazing power that could shape the world to my will. But it wasn't until I was in high school that I understood how engineering could be applied to alter actual lives—lives like mine. I took the Project Lead The Way (PLTW) engineering course at Charles Herbert Flowers High School, and from the first day, I knew that I had found something valuable. My team and I created a spinal support device to help individuals with poor posture or instability in their backs—a need that hit home. I have Ehlers-Danlos Syndrome (hEDS), a connective tissue disease that causes joint hypermobility, chronic pain, and ongoing injury. While it places daily challenges on me, Ehlers-Danlos has also made me a compassionate individual. From researching extensively to ergonomic testing, being able to communicate with professors and medical professionals, and working together as a group, we, as a team, created a wearable system that gives comfort, flexibility, and support. We even produced a documentary-style video to share our design journey with others, aiming to educate and inspire. That experience didn’t just affirm my love for engineering; it proved to me that innovation is most powerful when it’s rooted in personal connection and service. That’s why I’ve chosen to study mechanical engineering with a focus on agricultural and environmental systems. My long-term vision is to become a professional engineer with specialization in sustainable infrastructure—primarily irrigation, soil rejuvenation, and clean water technology. I want to work in rural and urban areas, developing accessible solutions for overcoming food insecurity, environmental degradation, and health inequity. I also hope to one day launch a nonprofit that provides hands-on STEM workshops and technical training to youth in low-income communities, helping them build confidence and curiosity in fields where they are often underrepresented. In addition to my academic interests, I’ve always been committed to civic leadership. I have served as a student government representative for nine years and an engaged member of the Prince George's Regional Association of Student Governments (PGRASG), where I worked with county-wide students towards policy reform and student activism. Regardless of whether I was organizing voter registration drives, brokering peer conflict, or lobbying administrators on how to boost resources at the school, I worked from a consistent sense of making sure that youth voice had a channel in altering those systems that affected their lives. Collaborating with the younger students is quite possibly one of the most powerful elements of my service experience to this point. As the daughter of an elementary school teacher, I’ve had many opportunities to support students academically and emotionally—whether by helping with homework, leading peer mentoring programs, or speaking to middle schoolers about transitioning to high school. I’ve learned that public service isn’t always about grand gestures; often, it’s about showing up consistently, listening carefully, and meeting people where they are. I bring this mindset to everything that I do, whether I am working on an engineering project, mentoring a coworker, or activating my campus community at Tuskegee. Attending Tuskegee University is in itself an extension of my passion for community empowerment. Being a historically Black university based in Booker T. Washington's tradition, Tuskegee reflects the intersection of innovation, grit, and service. Here, I’m learning how engineering can be culturally responsive and socially impactful. I’ve found mentors, collaborators, and purpose-driven peers who challenge and inspire me to think bigger. At Tuskegee, my education is not just about earning a degree—it’s about becoming the kind of leader who honors the past while building the future. However, navigating college as a first-generation, low-income student comes with real financial challenges. I've taken on leadership roles, maintained stellar grades, and engaged in community service alongside balancing the stress of tuition and living costs. Winning a scholarship like this one would not only remove the financial strain—it would be an investment in the impact I plan to create. It would allow me to invest more intensely in research projects, internships, and innovation competitions that hone the skills necessary for me to utilize engineering to help others. In the future, I envision myself designing not only the technologies, but also the systems that deliver the technologies to those who will derive the most benefits from them. I would like to be working with non-profit organizations, schools, and international aid organizations to implement sustainable engineering practices globally—particularly in places like Bermuda and the Caribbean, where my ancestors are from, and where climate change continues to threaten infrastructure and food systems. Above all, I would like to guide younger students—especially girls and students of color—who may not be well-represented in the engineering world. I want them to know that their ideas matter, that their struggles can be made into strengths, and that learning can actually change the course of their lives. I am living proof that it can. In everything I do—be it in a lab, classroom, or community center—I subscribe to the belief that engineering isn't just machines and math. It's human. It's making the world a more fair, efficient, and compassionate place. My college and professional career is only just beginning, but my dedication to service will ever be at the core.

Investment in My Future to Improve My Community We all have the ability to do some good, whether it be with a few words, a creative act, or a policy-changing move. For me, it begins with engineering. As a low-income student myself, I have always known that education is the path to possibility, not just for me, but for the individuals and communities for whom and where I care most deeply. With the right tools, I plan to use my mechanical engineering degree to develop solutions that have a direct impact on disadvantaged communities, particularly in the areas of health, infrastructure, and agriculture. My story spans two homes: Bermuda's cultural richness and Prince George's County, Maryland's fighting neighborhoods. I grew up moving between both worlds and thus acquired a formative understanding of possibility as well as inequality. I saw firsthand how the quality of one's life could depend on access to clean water, reliable infrastructure, and medical technology. These were not abstract causes to me but were personal, and they pushed me to make engineering a tool for justice. In high school, I also participated in the Project Lead The Way (PLTW) engineering program, where I was able to turn that passion into something real. My team and I designed a spinal support system to help people who have issues with posture instability or have chronic back pain, most significantly, people with connective tissue diseases like Ehlers-Danlos Syndrome, a condition from which I personally suffer. We researched ergonomic design, collaborated with professionals, built and tested prototypes, and presented our work through a dynamic, team-led video modeled after home makeover shows. That experience taught me how to take a problem, break it down, and rebuild a solution from the ground up, with empathy and precision. Beyond engineering, I’ve always found meaning in service. I’ve spent nine years in Student Government Association leadership roles, four of which were in the Prince George’s Regional Association of Student Governments (PGRASG). I’ve mediated conflicts among peers, organized student outreach efforts, and advocated for resources to support mental health and academic equity. I’ve worked with younger students as a mentor and tutor and helped elementary teachers in my mother’s school. These experiences taught me service and equity-based leadership. Now, I'm a mechanical engineering student at Tuskegee University, an historic Black college that prides itself on excellence, innovation, and persistence. I intend to specialize eventually in agricultural and environmental engineering. I would like to design sustainable systems, like irrigation machinery, low-cost water purification, or soil conservation practices, that serve rural communities in the United States and around the world. I’m especially interested in how engineering can bridge gaps in access to clean water, healthy food, and renewable energy in under-resourced areas like parts of Bermuda, the Caribbean, and the U.S. South. Still, the cost of education remains a constant concern. As a low-income student, I’ve worked hard in service roles and maintained a strong GPA to open every possible door for my future. But financial challenges can still feel overwhelming. This scholarship would not only relieve part of that burden, it would be a powerful investment in the kind of future I’m building. A future where people like me, students from working-class, first-generation backgrounds, don’t just survive in college, but thrive. A future where engineering is used not just for profit, but for people. I am committed to putting my education to work, to enrich, and to create. This scholarship will allow me to attend my studies, research, and community activities with even more intensity.

Caregiving was never something I envisioned doing when I was young, but it has turned out to be a central part of what I do on a daily basis and who I am as a person now. I help take care of my granddad, who suffers from bad arthritis, forgetfulness, and shaking hands. His disease impacts nearly every aspect of his day—walking, eating, remembering where he is or what time it is. Because of this, I've changed my school schedule so that I only attend for half a day, allowing me to come home and take care of him afternoons. I prepare his meals, transfer him, give him his medicine, and most of all, sit and stay with him, and sooth him down when his memory lets him down or frustration bites. Taking this responsibility in high school—combined with dealing with my own chronic condition, Ehlers-Danlos Syndrome, hypermobile type—has been challenging and insightful. It's taught me patience and compassion, and it's sensitized me to how fragile and precious day-to-day life can be. I've learned to stay organized, manage my time, and get through it even when I'm drained. These are skills that have translated into my studies and future plans. Caregiving has not only determined who I am, but what I want to do. Watching my granddad struggle with everyday tasks has made me seriously think about how our environments can empower or disable individuals with health issues or aging bodies. That's a huge reason why I enjoy civil engineering—water resources especially. Clean, accessible water and resilient infrastructure are preconditions for public health, agriculture, and stability, especially for vulnerable populations. As a member of a household with established financial need, I've seen how quickly a small disruption—to housing, utilities, or care—can ripple through an entire family. I want to be part of the solution, constructing systems that enhance the safety and sustainability of others' lives. Through my Project Lead The Way (PLTW) engineering course, I'm creating a spinal support system to take pressure off the spine and allow for greater mobility—one conceived from my own condition as well as my experience being a caregiver. I've also completed an internship in Court Administration at Prince George's County Courthouse, where I learned about the way public systems are structured and how important accessibility is at every level. These experiences have only served to strengthen my desire to be a leader that brings positive change to the built environment. Aside from school and childcare, I'm also the captain of my school step team. This role has taught me confidence and how to motivate and motivate others. It's also given me a creative outlet—something that's kept me grounded in the midst of stress of responsibility. Acceptance of the David Ford Water Resources Scholarship would be a life-altering experience. On a financial level, it would relieve the economic pressure from my family and allow me more freedom to pursue my education. It would also enable me to make the most of excellent learning experiences, such as the internship at HDR, which would enhance my knowledge in the area of water systems and provide me with practical experience in my chosen field. David Ford's legacy in water resources gives me hope because he saw the true potential of this work—it's not just an effect on infrastructure, but on people themselves. I want to take some of that to my own work. I want to design intentionally, with in mind family forms like the one I'm currently a part of, and design systems that work for communities, for the planet, and in the interest of tomorrow. This scholarship wouldn’t just support my education—it would support my mission to lead with heart, innovate with empathy, and use civil engineering to improve lives.

Forging My Own Way to Empower Others Ralph Waldo Emerson's quotation—"Do not go where the path may lead; go instead where there is no path and leave a trail"—has a deep influence on me. I have always believed that innovation is not just about doing something new, but about using knowledge and ability to empower others, especially those who are typically underserved. Being a student with a passion for mentorship and engineering, I have dedicated myself to projects that benefit the marginalized groups. Peer mediation, academic mentoring, and engineering design are some of the areas in which I have strived to blaze a trail that not only leads me to success but also paves the way for others. One of the best ways through which I have tried to meet the needs of disadvantaged students is through peer mediation and mentorship at my former middle school. Since I had been fortunate enough to have good academic counseling while I was growing up, I wanted to provide the same to students who lacked such benefits. I assisted in homework, mediated conflicts, and served as a mentor for high school readiness. A majority of these students had issues that ranged from learning disabilities, home problems, or self-doubt in their abilities. Through a listening ear and specific academic guidance, I facilitated the building of a support system that allowed them to grow personally and academically. Seeing students gain more self-belief in their abilities was one of my most rewarding moments, and it made me realize that success is not only the product of personal achievement but also of helping others reach their full potential. Beyond mentorship, my passion for engineering has also compelled me to create solutions that will find application in disadvantaged groups. I was at an engineering program at Howard University last summer, where my team and I developed temperature-sensing house lights. The first-place project was designed to make houses safer and more energy efficient. While I was developing it, I considered how this technology might be applied to benefit low-income neighborhoods, where severe weather can make it challenging to keep the house safe and affordable. By controlling lights automatically based on temperature, for instance, such a system would be capable of reducing excess energy consumption and alert residents to potential environmental dangers. This project reaffirmed my desire to use civil and agricultural engineering to develop sustainable and affordable solutions for low-income communities. My engineering career and mentoring activities illustrate my commitment to forging my own way—a way that is a combination of innovation and advocacy. I will not follow a pre-paved road where inequities still persist. Instead, I will forge new pathways for others who have been historically underrepresented. This scholarship would help me to continue on a career path that combines engineering and social impact so that my work continues to break down barriers and implement lasting change. I envision a future where young students are motivated to continue their education and where communities benefit from the dividends of sustainable engineering solutions. By integrating knowledge, innovation, and service, I am not only forging my own path—I am building a pathway for others.

Miss Victoria Lee Throughout my high school years, I’ve been fortunate enough to be influenced by a teacher who has not only shaped my approach to learning but has also had a profound impact on the direction of my life. Miss Victoria Lee, the leader of the Project Lead The Way Engineering program at Charles Herbert Flowers High School, has been that teacher. Her teaching style is unique, and the lessons she has imparted go beyond the walls of the classroom and have influenced the way I view education, my future career, and how I approach challenges in life. Miss Lee describes herself as a facilitator rather than a teacher, a perspective that sets her apart from many traditional educators. To her, teaching isn’t about simply giving students information; it’s about guiding them to discover knowledge and fostering an environment where curiosity thrives. At first, I wasn’t sure how this approach would work for me, but over time, I’ve come to appreciate the freedom it provides. Miss Lee doesn’t simply give us answers; she challenges us to think critically and solve problems on our own. This hands-on approach to learning was a defining factor in my decision to pursue engineering, and it has shaped my understanding of how I can make an impact on the world around me. When I first joined the Project Lead The Way Engineering program, I was uncertain about what the future held. However, Miss Lee’s belief in me and her guidance throughout the program helped me realize my potential. She always encouraged me to ask questions, explore new ideas, and apply myself fully to each project. Through her support, I not only gained technical knowledge but also developed a deeper sense of confidence in my abilities. Her dedication to making sure each student succeeds, regardless of the obstacles they face, has been an inspiration to me. One of the most valuable lessons Miss Lee has taught me is the importance of resilience and adaptability. In engineering, as in life, things don’t always go as planned. Miss Lee has shown me that failure is not something to fear, but rather an opportunity to learn and grow. Her encouragement to think creatively and take risks has instilled in me a mindset that I carry with me today. Though Miss Lee considers herself a facilitator, I will always see her as an amazing teacher. She has not only influenced my academic journey but also shaped the person I am today. I am grateful for the opportunity to learn under her guidance and hope to continue learning from her for years to come. Her legacy will undoubtedly impact me for the rest of my life.

My Journal in STEM STEM is the foundation of innovation, defining the way we interact with the world and address complex problems. From towering bridges that connect human beings to advanced irrigation systems that nourish agriculture, engineering has been my fascination since childhood. However, as I pursued my passion, I was more and more reminded of the gender disparity in STEM. While progress has been made, women remain underrepresented, and I want to be a part of the change. My STEM journey began in childhood curiosity—stacking books into makeshift bridges, creating canals in puddles after rainstorms, and marveling at the towering buildings that surrounded me. This fascination blossomed into a desire to understand and improve the built environment. I participated in Howard University's summer engineering program, and my team came in first for creating temperature-detecting house lights. That project solidified my passion for civil engineering and opened my eyes to the possibilities of sustainable infrastructure. It also reminded me that engineering is not all blueprints and equations; it's about finding solutions that have a direct impact on people's lives. However, as I pursued the field, I realized that women were in the minority among STEM cultures. Instead of discouraging me, this motivated me even further. I want to be an engineer not only to create solutions for communities but also to serve as a role model for young women who may doubt their place in STEM. I have actively mentored younger students in STEM classes, encouraging them to pursue their curiosity and have faith in themselves. Representation is important, and I hope to be a role model that women are meant to be in engineering and can succeed there. Aside from empowering the future, I aim to leave a sustainable legacy through engineering. Climate change presents pressing issues, and I am set on developing resilient infrastructure that protects communities without draining natural resources. From designing flood-proof buildings, optimizing irrigation systems, to integrating renewable energy into the design, I am set on bridging the gap between innovation and sustainability sooner. This entails promoting more inclusive STEM environments. Most of the young girls are discouraged from technical education due to stereotypes or underrepresentation. By positive encouragement of STEM education among girls via mentorship, workshops, and outreach programs, I think I can demolish the barriers that exclude talented women from the profession. The future of STEM is rooted in diversity, and I would like to be a part of a culture that makes youth women feel confident enough to pursue science and engineering careers. To receive this scholarship would alleviate the financial burden of attending higher education and bring me one step closer to turning my dreams into reality. Far more important, it would legitimize the place of women in STEM and cement my determination to break down walls in the industry. While building my degree, I am not solely building structures—I am building a future where young women have no limitations to their potential in STEM.

A Future Constructed on STEM From gargantuan bridges across cities to intricate irrigation networks that sustain farming, engineering is the behind-the-scenes power shaping our world. As a child, I marvelled at the way buildings could last for decades, forces, and even nature itself. And so, driven by curiosity, I delved into civil engineering, where I fell deeply, irrevocably in love with planning green infrastructure that serves humanity and the earth. I grew up with my interest in STEM, when I was curious as to why I needed to pile books over one another to create bridges, build tiny dams in puddles after rain, or question endlessly how highways were constructed. I then sought ways to channel that curiosity into real-world consequences. I participated in the summer engineering program at Howard University, and my team won the first prize for creating temperature-sensitive house lights. It taught me that engineering is not all blueprints and numbers—it's about creating solutions that impact lives. It reaffirmed my passion for STEM and strengthened my resolve to pursue a career as an infrastructural designer who can do what works and do it sustainably. But my journey to higher education has not been straightforward. Being from a low-income background, I have had to learn to be resilient and resourceful. I have seized every opportunity to grow, whether through engineering workshops, mentoring younger students in the STEM subjects, or independent research into sustainable building materials. I do not think that financial need should dictate the future of a student, and I am determined to break these barriers to achieve my aspirations. Outside of academics, I am also highly interested in where civil and agricultural engineering overlap. I want to design environmentally friendly infrastructure not just to assist communities but to conserve nature as well. Climate change is accelerating environmental problems from sea-level rise to water scarcity, and in my view, engineers play a critical role in addressing these issues. Whatever may be the job - creating flood-resistant buildings, improving irrigation systems, or building energy-efficient buildings, my work will unite engineering and nature in harmony, not conflict. It would not only remove the financial bite from a college education, but it would also bring me one step closer to making my dream a reality. With a degree in a STEM field, I will no longer be building buildings for fun—I will be building a green future, piece by piece of innovation.

The Beauty of Earth and My Commitment to Protecting It One of the best things about the planet is that it can heal itself when allowed to do so. From forests coming back after fires to marine life recovering when preserved, nature's resilience is incredible. But this resilience has limits, and human action is pushing our world to a tipping point. Climate change, pollution, and habitat destruction threaten Earth's delicate balance, and it is in the hands of individuals and communities to act. That is why I have dedicated my time to defending the environment, doing everything I can to be part of the solution. My own commitment towards sustainability began from small steps, such as conserving energy and refraining from wastage at home. As soon as I gained more awareness about the environment, I sought means to make a contribution at a larger scale. I participated in local environment renewal programs, engaging in neighborhood cleanliness drives, tree planting, and collecting recyclables. My most rewarding project was conducting a recycling campaign awareness at school. I noted that most of the students did not know how to dispose of waste properly, and as such, waste was unnecessarily contaminated. To correct this, I collaborated with faculty members to offer improved recycling procedures and conducted interactive presentations on plastic use reduction. Because of this, recycling participation improved, and more students were aware of their carbon footprint. Outside of school, I have volunteered for wetland restoration projects, helping remove invasive plant species and planting native species to help create habitat for local wildlife. These experiences have reinforced my understanding of how dependent ecosystems are on one another and how even the smallest actions can contribute to a healthier environment. I also encourage sustainable practices in my community by encouraging composting, advocating for reusable product use, and raising awareness about carbon footprints. My passion for the preservation of the environment is reflected in my study of the sciences and, in particular, in biology and environmental science. My interest in understanding the intricate relationship between organisms, ecosystems, and human activity leads me to search for solutions that will promote sustainability. Through research, activism, or conservation work at the grassroots level, I want to be a part of the action attempting to preserve the earth for future generations. This scholarship would not only support my education but also allow me to continue making a positive impact. By learning, leading, and inspiring others, I will work towards creating a world where nature continues to thrive alongside human progress, where the strength and beauty of the Earth endure for generations.

Here is the more detailed response: --- I am Scarlette Ann Katherine Caral Burgess-Wren, a senior at Charles Herbert Flowers High School. As a result of my multicultural roots, I grew up splitting residence time between Maryland and Bermuda and have experienced both the marvel of nature and fighting to maintain sustainable infrastructure. These experiences have served to further fuel my desire for a career in agricultural and civil engineering, where I can assist in shaping a future that balances human progress with protection of the earth. One of the most memorable experiences along my journey as an engineer was when I participated in Howard University's summer engineering stay-after program, where my team won first prize for developing temperature-sensing house lights. This project solidified my problem-solving skills and continued to fuel my interest in creating innovative solutions that address real-world issues. Engineering is not just building buildings; it's designing systems that improve human lives, and I am willing to be a part of that process. I am most interested in civil and agricultural engineering because they directly benefit communities and the environment. Civil engineering is concerned with the development of sustainable and durable infrastructure like roads and bridges, water systems, all of which are vital to modern societies. Agricultural engineering is also tasked with designing sustainable and effective agricultural means of production, for food security without environmental degradation. As climate change affects urban and rural lands, I want to be able to make my contribution to solving these issues, such as sustainable irrigation systems, renewable energy uses in building design, and climate-resilient infrastructure. There is a motivation here beyond the academic. I have always enjoyed helping people in need. Whether guiding students at my previous middle school, assisting with homework, or assisting with peer mediation, I find enjoyment guiding and motivating those around me. My mother, a teacher at an elementary school, has also played a huge role in shaping my life, instilling in me the value of education and volunteerism. I believe engineering is all about service—creating innovations that enable people to live safer, healthier, and more sustainable lives. In the years ahead, I hope to apply my abilities in developing infrastructure that not only meets the demands of growing populations but also benefits the environment. I hope to be involved in projects that incorporate green technology, such as rainwater harvesting systems, solar-powered farming equipment, and eco-friendly building materials. By combining engineering principles with a passion for sustainability, I hope to live in a world where development and nature coexist in harmony. Ultimately, I aspire to leave a lasting, sustainable legacy through engineering by developing solutions that serve not just people but the planet as well. Whether constructing resilient communities, improving agricultural productivity, or promoting sustainable practices, I am committed to using my abilities and education to assist in shaping a better future for generations to come.

The life of Dr. Jack Terry is a story of unimaginable adversity, resilience, and determination. A survivor of the Holocaust, he lost his family and arrived in a new country with limited education and no knowledge of English. He could have let his past define his future. Instead, he built a life of achievement and service, proving that hardship is not a destination but a challenge to overcome. His story reminds me that adversity is not an endpoint—it is a call to rise with determination and purpose. Like Dr. Terry, I have faced difficulties that have shaped who I am today. Growing up between my Bermudian heritage and life in Maryland, I often felt torn between two worlds. This, combined with financial hardships, has made my educational journey challenging. My family has always prioritized education, but the cost of higher learning has been a constant concern. Despite these struggles, I have remained steadfast in my pursuit of knowledge, knowing that my circumstances do not define my potential. My challenges have strengthened my problem-solving skills, adaptability, and work ethic—qualities that will serve me well in my future career. This resilience fueled my passion for civil and agricultural engineering. I aspire to develop sustainable infrastructure that strengthens communities, particularly those facing environmental and food security challenges. My participation in Howard University’s summer engineering program, where my team won first place for designing temperature-sensing house lights, reinforced my belief that engineering can be a force for positive change. Additionally, my internship in Court Administration at the Prince George’s Courthouse provided invaluable professional experience and taught me the power of advocacy. These experiences have deepened my understanding of how engineering, policy, and community needs intersect. Dr. Terry’s story inspires me to use my education in service to others. He spent his later years sharing his experiences, ensuring that history was not forgotten and that others could find hope in his survival. Likewise, I am committed to applying my engineering expertise to uplift disadvantaged communities. Whether by designing resilient infrastructure in disaster-prone areas, innovating sustainable agricultural solutions, or mentoring future engineers, I aim to make a lasting impact. Receiving this scholarship would enable me to focus on my education rather than financial burdens, just as Dr. Terry persevered despite his hardships. His life is proof that adversity does not dictate one’s future—determination does. I carry that lesson with me as I continue my studies and work toward a career dedicated to building a better world, ensuring that my knowledge and skills serve a purpose beyond myself.

I discovered the value of resilience at an early age. While growing up, I negotiated the cultural conflicts between my Bermudian upbringing and Maryland life, oftentimes being caught between two worlds. The dual identity caused me to question where I belonged but also allowed me to become resourceful and broad-minded. My interest in engineering was sparked by this very experience—I realized how infrastructure bridges communities, and I was resolved to work towards a world where no one would ever feel like they do not belong. My greatest challenge has been managing financial difficulties in pursuit of academic success. My family has always prioritized education since both my parents are proud graduates of Howard University. Financial difficulties, though, have made my experience challenging. Though my parents have labored to supply our needs, higher education expenses hang over our heads. There have been moments when unforeseen expenses necessitated painful decisions, and financial security has been a persistent worry. Despite these obstacles, I have never allowed financial limitations to define my potential. I sought out opportunities to fund my education, including participating in Howard University's summer engineering program, where my team placed first for our temperature-sensing house lights project. This experience reinforced my desire to study civil and agricultural engineering, as I saw firsthand how innovation has the potential to improve communities. Also, I secured an internship in Court Administration at Prince George's Courthouse, through which I acquired useful professional skills and the ability to advocate for myself in competitive environments. This scholarship means more than dollars and cents—it is an investment in my future. It will allow me to focus on my studies rather than the persistent worry of how to finance it. Through the help of this scholarship, I can pursue research opportunities in sustainable infrastructure and agricultural engineering so that anything I undertake will be for the good of communities that are deprived. My ultimate goal is to develop engineering solutions that promote environmental resilience and food security, primarily in disadvantaged areas. The challenges I have surmounted have rendered me passionate, innovative, and driven. Financial hardship has tested my perseverance but fueled my drive. The scholarship will enable me to continue breaking barriers and forging a future where my engineering skills are applied towards a greater purpose.

My name is Scarlette Ann Katherine Caral Burgess-Wren, and I am a senior at Charles Herbert Flowers High School in our Project Lead the Way program (engineering track). With a focus on civil and agricultural engineering. My background, shaped by Maryland and Bermuda, has instilled in me the importance of sustainable infrastructure and agricultural innovation. With my education and future professional life, I will be positively contributing to the world through the creation of sustainable agricultural systems that increase food security and reduce the use of resources. I began my journey as an engineer by questioning how things work and how they could be improved. Whether it was studying the impact of infrastructure on society or how engineering is applied to agriculture, I was drawn to problem-solving and innovation. This prompted me to participate in the Howard University summer engineering program, where my team won first prize for our project on house lights that could sense temperature. This experience only furthered in me the capability of engineering to create solutions with tangible impact and to make lives better. Agricultural engineering is an area that interests me as it integrates technology, sustainability, and infrastructure to improve food production and environmental protection. As the globe keeps experiencing more challenges of climate change, food insecurity, and land degradation, I think agricultural engineering is a critical area for future development. My goal is to develop and implement sustainable agriculture practices that reduce environmental impacts while increasing efficiency and yield. These include irrigation system technologies, soil care, and smart farm technologies that are able to automate farming operations. In addition, my experience in Bermuda and Maryland has shaped my knowledge of how different environments require specialized engineering solutions. In Bermuda, the land and water are limited, and sustainable agriculture must be solved with precision and efficiency. In Maryland, the diversified agricultural landscape provides the potential to integrate technology and infrastructure to enable high-level farming. Both of these lessons will guide my work to develop agricultural systems that operate in multiple climates and geographic areas. In order to achieve my objectives, I will register for civil engineering with agricultural use. My hopes are to gain hands-on experience from internship, research, and working in the areas that will prepare me to formulate engineering principles from practical agribusiness practices. My ambition is to join projects that aid in sustainable cultivation, waste reduction, and accessing food by the local communities across the world. With my interest in agricultural engineering, I hope to contribute to a future where farming is more efficient, sustainable, and less vulnerable to environmental challenges. By using engineering solutions, I hope to contribute to a world where food production can sustain global demands without exhausting natural resources. My passion for innovation and my faith in building a better world will drive me as I work towards these goals, ensuring that my work leads to enduring and meaningful change.

My name is Scarlette Ann Katherine Caral Burgess-Wren, and I am a senior at Charles Herbert Flowers High School in our Project Lead the Way program (engineering track). With a focus on civil and agricultural engineering. My background, shaped by Maryland and Bermuda, has instilled in me the importance of sustainable infrastructure and agricultural innovation. With my education and future professional life, I will be positively contributing to the world through the creation of sustainable agricultural systems that increase food security and reduce the use of resources. I began my journey as an engineer by questioning how things work and how they could be improved. Whether it was studying the impact of infrastructure on society or how engineering is applied to agriculture, I was drawn to problem-solving and innovation. This prompted me to participate in the Howard University summer engineering program, where my team won first prize for our project on house lights that could sense temperature. This experience only furthered in me the capability of engineering to create solutions with tangible impact and to make lives better. Agricultural engineering is an area that interests me as it integrates technology, sustainability, and infrastructure to improve food production and environmental protection. As the globe keeps experiencing more challenges of climate change, food insecurity, and land degradation, I think agricultural engineering is a critical area for future development. My goal is to develop and implement sustainable agriculture practices that reduce environmental impacts while increasing efficiency and yield. These include irrigation system technologies, soil care, and smart farm technologies that are able to automate farming operations. In addition, my experience in Bermuda and Maryland has shaped my knowledge of how different environments require specialized engineering solutions. In Bermuda, the land and water are limited, and sustainable agriculture must be solved with precision and efficiency. In Maryland, the diversified agricultural landscape provides the potential to integrate technology and infrastructure to enable high-level farming. Both of these lessons will guide my work to develop agricultural systems that operate in multiple climates and geographic areas. In order to achieve my objectives, I will register for civil engineering with agricultural use. My hopes are to gain hands-on experience from internship, research, and working in the areas that will prepare me to formulate engineering principles from practical agribusiness practices. My ambition is to join projects that aid in sustainable cultivation, waste reduction, and accessing food by the local communities across the world. With my interest in agricultural engineering, I hope to contribute to a future where farming is more efficient, sustainable, and less vulnerable to environmental challenges. By using engineering solutions, I hope to contribute to a world where food production can sustain global demands without exhausting natural resources. My passion for innovation and my faith in building a better world will drive me as I work towards these goals, ensuring that my work leads to enduring and meaningful change.

Growing up on a remote island, surrounded by the ocean, has given me a deep appreciation for both the beauty and challenges of nature. It has also fueled my passion for engineering, along with my father who is an engineer on said island. In this essay, I will share my journey from a small island community to my aspirations of becoming an engineer, exploring the unique perspectives and experiences that have shaped my ambitions. Living on an island has afforded me a unique perspective on the world. Isolated from the mainland, our community has developed a self-sufficient mindset, relying on resourcefulness and creativity to overcome the limitations imposed by our geographical isolation. As a child, I was naturally curious about how things worked and how we could improve our daily lives. I found myself captivated by the engineering topics that connected us to the mainland, such as bridges and boat systems. This curiosity became the foundation of my dreams to become an engineer. Life on an island comes with its fair share of challenges. Limited access to resources and opportunities meant that we had to find innovative solutions to everyday problems. Watching our community's resilience and adaptability in the face of adversity further lit my passion for engineering. I recognized the power of human creativity to transform challenges into opportunities, and I hope to be a part of that process. The natural beauty that surrounded me on the island also played a crucial role in shaping my engineering aspirations. I was amazed by the balance of ecosystems and the complexity of the environment. Witnessing the impact of climate change and environmental degradation firsthand motivated me to use the power of engineering to develop sustainable solutions. I saw the potential to bridge nature and technology, where innovative engineering practices could work in harmony with the environment to create a better, more sustainable future. Determined to pursue my passion for engineering, I looked for every opportunity to expand my knowledge and skills. At my high school I actively engaged in online courses, programs, and projects that allowed me to learn various engineering disciplines. These pursuits not only enhanced my technical skills but also honed my problem-solving abilities and strengthened my commitment to making a positive impact through engineering. I am now a senior at Charles Herbert Flowers High School in Project Lead the Way, an engineering program. Along with joining an engineering paid internship. Growing up on an island has endowed me with a unique perspective on the world, nurturing both my curiosity and my desire to become an engineer. The challenges faced by my community and the inspiring beauty of nature have inspired me to seek innovative solutions and strive for sustainable engineering practices. As I embark on my journey to pursue an engineering education, I am eager to contribute my island upbringing, resourcefulness, and passion for making a difference to the field. I believe that by bridging the gap between nature and technology, we can engineer a better future for all.

It was high time the relationship between the law enforcement agencies in the U.S. and the African American communities were mended. Historical and systemic issues have fractured trust between law enforcement agencies and African American communities across the United States. The tension has piled up from police violence and systemic racism into a living environment characterized by fear and division. This gap can only be bridged if law enforcement agencies commit themselves to thorough reform, accountability, and community engagement. Four such focuses that require deliberation for improvement: reforming policing practices, trust among communities through transparency, training of officers, and accountability. Addressing policing practices, including stop-and-frisk and racial profiling, that disproportionately affect African Americans would go a long way toward rebuilding trust. The response from law enforcement needs to shift toward de-escalation, away from militarized policing toward community-based policing where protection, not enforcement, is the priority. This reorientation would put relationship-building front and center, rather than punitive measures. Second, use-of-force policies must be revised. The killings of unarmed African Americans have heightened the sense of distrust, and thus there is a tremendous outcry for the adoption of strict guidelines and the use of nonlethal force whenever possible. Programs like CAHOOTS, which dispatches specially trained teams of mental health professionals-not police-for certain emergency calls, provides a model to reduce violent encounters and help restore trust. Transparency indicates trust. The police department should communicate openly and transparently to the public regarding its policies, use-of-force policy, arrest policy, and complaints against police officers. Further accountability and understanding can be established through regular publications of data, body camera footage release, and independent investigations into police misconduct. Equally vital is community participation. Encouraging officers to participate in community events or live in the neighborhoods they serve humanizes both police and residents. Collaboration with local organizations, churches, and schools can help police establish positive relationships, especially with the youth who are disproportionately affected by aggressive policing practices. This translates into better police training to reduce bias and violent confrontations. The training in cultural competency, implicit bias, and de-escalation techniques would be necessary. Police officers should learn about the history of policing Black communities and how both explicit and implicit biases are behind such exchange. Cultural competency training helps officers develop respect and understanding for the experiences of African Americans, while de-escalation techniques can prevent situations from escalating into violence. Better training will therefore allow officers to deal more effectively with nonviolent situations, especially in those cases where minor offenses are involved or where mental health crises are at issue. And finally, accountability is key to rebuilding trust. Time and again, officers who commit wrongdoing face little or no accountability, creating a self-perpetuating perception among many communities that law enforcement is above the law. Civilian review boards and independent oversight entities could help provide neutrality in investigations of police misconduct and ensure accountability of actions by police. The reevaluation of qualified immunity-meaning the legal protections that prevent officers from liability in civil lawsuits-is one concrete next step. Scrapping those would ensure accountability for criminal actions and encourage rebuilding trust between law enforcement and African American communities. This means a commitment to reform, transparency, and accountability in improving the relationships between law enforcement and African American communities. It is by reforming practices in policing, improvements in community engagements, better training of officers, and more sound systems of accountability that law enforcement agencies will regain a semblance of trust and work toward an equitably safer future for all.

Growing up on a remote island, surrounded by the ocean, has given me a deep appreciation for both the beauty and challenges of nature. It has also fueled my passion for engineering, along with my father who is an engineering on said island. In this essay, I will share my journey from a small island community to my aspirations of becoming an engineer, exploring the unique perspectives and experiences that have shaped my ambitions. Living on an island has afforded me a unique perspective on the world. Isolated from the mainland, our community has developed a self-sufficient mindset, relying on resourcefulness and creativity to overcome the limitations imposed by our geographical isolation. As a child, I was naturally curious about how things worked and how we could improve our daily lives. I found myself captivated by the engineering topics that connected us to the mainland, such as bridges and boat systems. This curiosity became the foundation of my dreams to become an engineer. Life on an island comes with its fair share of challenges. Limited access to resources and opportunities meant that we had to find innovative solutions to everyday problems. Watching our community's resilience and adaptability in the face of adversity further lit my passion for engineering. I recognized the power of human creativity to transform challenges into opportunities, and I hope to be a part of that process. The natural beauty that surrounded me on the island also played a crucial role in shaping my engineering aspirations. I was amazed by the balance of ecosystems and the complexity of the environment. Witnessing the impact of climate change and environmental degradation firsthand motivated me to use the power of engineering to develop sustainable solutions. I saw the potential to bridge nature and technology, where innovative engineering practices could work in harmony with the environment to create a better, more sustainable future. Determined to pursue my passion for engineering, I looked for every opportunity to expand my knowledge and skills. At my high school I actively engaged in online courses, programs, and projects that allowed me to learn various engineering disciplines. These pursuits not only enhanced my technical skills but also honed my problem-solving abilities and strengthened my commitment to making a positive impact through engineering. Growing up on an island has endowed me with a unique perspective on the world, nurturing both my curiosity and my desire to become an engineer. The challenges faced by my community and the inspiring beauty of nature have inspired me to seek innovative solutions and strive for sustainable engineering practices. As I embark on my journey to pursue an engineering education, I am eager to contribute my island upbringing, resourcefulness, and passion for making a difference to the field. I believe that by bridging the gap between nature and technology, we can engineer a better future for all. The reason my island, Bermuda is flourishing so well is because of the technological advances created by the engineers on the island, I hope to be one of those engineers in the future.

These two issues—leadership and science—are the most critical building blocks of our future; without either one, progress and the answers to grave global challenges would not have been possible. This dynamic interaction sets how societies evolve further to solve complex problems and capture new opportunities. In fact, it is leadership that has to possess the best vision and give direction, setting course for future developments. Such vision can provide the ordering of resources, coordination of action, and focus on long-term goals. The effective leader articulates ends and priorities congruent with societal needs. For example, political leaders who set ambitious targets toward climate policy and business leaders driving innovation processes related to renewable energies. It is right that there is a call for leadership in policy-making and regulation that shall guide scientific research and technological development. Leaders develop frameworks that ensure ethical practices and safe integration within society. Effective policies can further drive innovation by setting guidelines that accelerate research while controlling associated potential risks. Poor leadership, on the other hand, might do just the opposite—set restrictive regulations that stifle progress or offer minimal support for research. Another critical point at which leadership has a bearing on scientific progress is resource allocation. Funding quantifies into projects that are to be realized and deters others. Government and institutional leaders have the power to allocate resources, which affects the pace at which these scientific discoveries come into being and thus new technologies. Resource allocation affects the playing field within which technologies develop: sufficient support fuels impetus for innovation, but on the other side, inadequate funding could curtail potential developments. Leaders play a very major role in facilitating inter-sector collaboration, like academia, industry, and government. The availability of platforms for research intersectorally and other kinds of partnerships will enhance the pace and direction of innovation toward meeting the more complex challenges of contemporary problems. For instance, in the wake of the COVID-19 pandemic, effective collaboration was called for between public health officials and researchers in the swift development of vaccines and treatments. It is through science that technologies and innovations are driven, changing how we live in the future. Artificial intelligence and biotechnology are just a few areas that start realizing the potential industry-changing breakthroughs that improve life quality. For instance, innovation in genomics makes a sea change in health care through the leading edge of advances in personalized medicine, while new discoveries in clean energy hold the key toward combating climate change. Scientific research also deals with global challenges and offers solutions on issues like infectious diseases and conservation of the environment. Studies in climate change produce results that inform strategies for mitigation and adaptation by providing societies with information to aid in preparing for and responding to these changes. Similar to studies of biodiversity, which are used to guide conservation efforts to protect endangered species and their ecosystems. It further stimulates economic growth. Science creates economic growth through innovation and opening up new industries. Investments in R&D bring new products and technologies that are important for the process of economic development and improvement of world competitiveness. The play of leadership and science forms the fulcrum from which the future will finally emerge. Much as good science is lent vision and support by effective leadership, readily leading to most technological innovation and solutions to global challenges, it is science itself. Together, these two strengths can help in confronting pressing problems, driving progress, and promoting a more sustainable and prosperous future.

Growing up on a remote island, surrounded by the ocean, has given me a deep appreciation for both the beauty and challenges of nature. It has also fueled my passion for engineering, along with my father who is an engineer on said island. In this essay, I will share my journey from a small island community to my aspirations of becoming an engineer, exploring the unique perspectives and experiences that have shaped my ambitions. Living on an island has afforded me a unique perspective on the world. Isolated from the mainland, our community has developed a self-sufficient mindset, relying on resourcefulness and creativity to overcome the limitations imposed by our geographical isolation. As a child, I was naturally curious about how things worked and how we could improve our daily lives. I found myself captivated by the engineering topics that connected us to the mainland, such as bridges and boat systems. This curiosity became the foundation of my dreams to become an engineer. Life on an island comes with its fair share of challenges. Limited access to resources and opportunities meant that we had to find innovative solutions to everyday problems. Watching our community's resilience and adaptability in the face of adversity further lit my passion for engineering. I recognized the power of human creativity to transform challenges into opportunities, and I hope to be a part of that process. The natural beauty that surrounded me on the island also played a crucial role in shaping my engineering aspirations. I was amazed by the balance of ecosystems and the complexity of the environment. Witnessing the impact of climate change and environmental degradation firsthand motivated me to use the power of engineering to develop sustainable solutions. I saw the potential to bridge nature and technology, where innovative engineering practices could work in harmony with the environment to create a better, more sustainable future. Determined to pursue my passion for engineering, I looked for every opportunity to expand my knowledge and skills. At my high school I actively engaged in online courses, programs, and projects that allowed me to learn various engineering disciplines. These pursuits not only enhanced my technical skills but also honed my problem-solving abilities and strengthened my commitment to making a positive impact through engineering. Growing up on an island has endowed me with a unique perspective on the world, nurturing both my curiosity and my desire to become an engineer. The challenges faced by my community and the inspiring beauty of nature have inspired me to seek innovative solutions and strive for sustainable engineering practices. As I embark on my journey to pursue an engineering education, I am eager to contribute my island upbringing, resourcefulness, and passion for making a difference to the field. I believe that by bridging the gap between nature and technology, we can engineer a better future for all.

As a child, I often found myself interested in the power of the sun. Whether I was playing outside or simply gazing up at the sky, I couldn't help but look up at the sun. Little did I know then that this would eventually lead me to an obsession with solar power and its potential to change the world. Growing up, my curiosity about the sun only deepened as I learned more about renewable energy and environmental sustainability. I remember reading books that highlighted the importance of finding cleaner, more sustainable alternatives to fossil fuels. It was during this time that I first encountered the concept of solar energy, an ingenious way to harness the sun's rays and convert them into electricity. The idea seemed almost magical to my young mind: using nothing more than sunlight to power our homes, schools, and communities. It sparked my imagination and filled me with a sense of wonder about the possibilities that lay ahead. I couldn't help but envision a future where every rooftop had solar panels, soaking up the sun's rays and transforming them into clean, renewable energy. As I grew older, my interest in solar power only grew. I became fascinated by the science behind photovoltaic cells and how they could capture sunlight and convert it into electricity. I delved into research, eager to learn more about the latest advancements in solar technology and its potential to revolutionize the way we generate and consume energy. But it wasn't just the science that intrigued me, it was also the promise of a brighter, more sustainable future. I began to understand the profound impact that widespread adoption of solar power could have on our planet, from reducing greenhouse gas emissions to mitigating the effects of climate change. It was a realization that filled me with hope and inspired me to become an advocate for renewable energy. Today, as I look back on those childhood memories, I can't help but feel grateful for the journey that led me to where I am now. Solar power continues to be a source of wonder and inspiration for me, reminding me of the boundless potential of human ingenuity and the power of technology to create positive change. And as we continue to harness the sun's energy to build a cleaner, more sustainable world, I am filled with hope for the generations to come.

From Island Life to Engineering Growing up on a remote island, surrounded by the ocean, has given me a deep appreciation for both the beauty and challenges of nature. It has also fueled my passion for engineering, along with my father who is an engineering on said island. My life on a small island community to my aspirations of becoming an engineer, exploring the unique perspectives and experiences that have shaped my ambitions are one of the biggest stories of my life. I lived on a British island in the North Atlantic Ocean, known for its pink sandy beaches and colorful concrete homes called Bermuda. Living on an island has afforded me a unique perspective on the world. Isolated from the mainland, our community has developed a self-sufficient mindset, relying on resourcefulness and creativity to overcome the limitations imposed by our geographical isolation. As a child, I was naturally curious about how things worked and how we could improve our daily lives. I found myself captivated by the engineering topics that connected us to the mainland, such as bridges and boat systems. This curiosity became the foundation of my dreams to become an engineer. Life on an island comes with its fair share of challenges. Limited access to resources and opportunities meant that we had to find innovative solutions to everyday problems. Watching our community's resilience and adaptability in the face of adversity further lit my passion for engineering. I recognized the power of human creativity to transform challenges into opportunities, and I hope to be a part of that process. The natural beauty that surrounded me on the island also played a crucial role in shaping my engineering aspirations. I was amazed by the balance of ecosystems and the complexity of the environment. Witnessing the impact of climate change and environmental degradation firsthand motivated me to use the power of engineering to develop sustainable solutions. I saw the potential to bridge nature and technology, where innovative engineering practices could work in harmony with the environment to create a better, more sustainable future. Determined to pursue my passion for engineering, I looked for every opportunity to expand my knowledge and skills. At my high school I actively engaged in online courses, programs, and projects that allowed me to learn various engineering disciplines. These pursuits not only enhanced my technical skills but also honed my problem-solving abilities and strengthened my commitment to making a positive impact through engineering. Growing up on an island has endowed me with a unique perspective on the world, nurturing both my curiosity and my desire to become an engineer. The challenges faced by my community and the inspiring beauty of nature have inspired me to seek innovative solutions and strive for sustainable engineering practices. As I embark on my journey to pursue an engineering education, I am eager to contribute my island upbringing, resourcefulness, and passion for making a difference to the field. I believe that by bridging the gap between nature and technology, we can engineer a better future for all.

Growing up on a remote island, surrounded by the ocean, has given me a deep appreciation for both the beauty and challenges of nature. It has also fueled my passion for engineering, along with my father who is an engineering on said island. From a young age, the sound of computers and phone calls became the backdrop of my childhood, as my engineer dad worked his profession into the fabric of my life. "What do you think, Scar?" he would ask, his eyes gleaming with a blend of enthusiasm and the satisfaction of a puzzle solved. It wasn't just about fixing broken wires, it was about unraveling the mysteries of the mechanical world and finding joy in the process. In those moments, the seed of inspiration took root. My dad's engineering exploits extended beyond the confines of our home, reaching into the island as he used his skills to better the island. Witnessing his contributions to the betterment of others through his engineering instilled in me a profound sense of purpose. I realized that engineering was not merely a profession, it was a vehicle for positive change, a means to solve real-world problems and make a tangible difference in the lives of others. As I entered my teenage years, my dad became my mentor, introducing me to the inner workings of machines and the principles of engineering. Whether it was building a small-scale model of a suspension bridge or designing a water suspended windmill, each endeavor became a lesson in creativity, problem-solving, and the joy of seeing ideas materialize into tangible results. However, it wasn't just the technical aspects of engineering that my dad imparted to me, it was the mindset of an engineer. A blend of curiosity, resilience, and a relentless pursuit of improvement. He encouraged me to question, to explore, and to approach challenges with an open mind. Failure was not an endpoint but a stepping stone, a concept engrained in the very nature of engineering. As I stand on the threshold of my own engineering career, I carry with me not just the knowledge gained from textbooks but a legacy of inspiration forged by my dad. His ability to blend technical expertise with a genuine love for the craft has shaped not only my professional aspirations but also my character. I am fueled by the desire to contribute, to innovate, and to approach challenges with the same unwavering determination that defined my dad's approach to engineering. In the symphony of my life, my dad's role as an engineer is a central melody, inspiring me to pursue a path where creativity meets precision, and where the spirit of innovation is not just a profession but a way of life. Through his guidance, I have come to understand that being an engineer isn't just about solving equations. It's about creating solutions that resonate with the heartbeat of humanity. In his footsteps, I embark on my own engineering journey, carrying the torch of inspiration ignited by the man who taught me that the world is a canvas waiting for the strokes of an engineer's imagination.