For DonorsFor Applicants
user profile avatar

Skyla Geng


Bold Points




Fordham University

Bachelor's degree program
2022 - 2026
  • Majors:
    • Psychology, General
    • Research and Experimental Psychology
  • Minors:
    • Engineering, General
    • Drafting/Design Engineering Technologies/Technicians
    • Social Sciences, General
    • Sociology and Anthropology

Hopewell Valley Central High School

High School
2018 - 2022


  • Desired degree level:

    Doctoral degree program (PhD, MD, JD, etc.)

  • Graduate schools of interest:

  • Transfer schools of interest:

  • Majors of interest:

    • Psychology, General
    • Sociology
    • Social Sciences, General
  • Not planning to go to medical school
  • Career

    • Dream career field:


    • Dream career goals:

      Researcher, Doctor, Publisher


      Track & Field

      Junior Varsity
      2018 – Present6 years


      • Design Thinking for Entrepreneurs

        The Phyllis M. Taylor Center for Social Innovation and Design Thinking, Tulane University — Paid Intern, Technology Researcher
        2020 – 2020


      • Phillips Mill Association

        2019 – 2019

      Public services

      • Volunteering

        Womenspace — I led and organized a feminine hygiene product donation drive throughout my town and high school for Womenspace in Lawrenceville, New Jersey.
        2020 – 2020
      • Volunteering

        Seeds to Sew International — I am the media and marketing coordinator, making presentations and updating our website to expand the organization. I also volunteer on the floor of our store front where all of the profits fund women's job skills training and education.
        2020 – Present

      Future Interests





      Bold Deep Thinking Scholarship
      In my formal education and lived experience, I have found that at the root of injustice in this country are inequities in our social and institutional structures, specifically in education, that limit the social mobility and voices of marginalized groups. The widening academic achievement gap between socioeconomic groups in America is contributed to by the disproportionate amount of funding and resources given toward the education of already affluent children. Much of a child’s socialization comes from their educational environment and their social groups within that environment. I believe that a child’s experience of early education, authoritative figures, and peers, play a fundamental role in shaping how an individual engages with society. It is not only an issue of access to education but how we educate. School is not only the environment in which children develop academically, it is also where they build a foundation for self-efficacy and self-actualization. Disproportionately, children born into marginalized communities, especially those of lower socioeconomic status, have incredibly limited access to educational opportunities, extra-curriculars, and advanced-placement courses. Despite only recently being recognized, design has shaped the evolution of our culture and society for centuries as the crossroads between engineering and the humanities. It is both my academic and professional ambition to redesign oppressive systems in education by approaching social issues as systemically engineered structures, approaching problem-solving for social justice by vocalizing the experiences of marginalized individuals and communities as the center of novel solutions. I believe that the problem-solving methodologies of the humanities in cooperation with social engineering are critical in addressing social issues for the betterment of humanity. My integrated degree in engineering, arts, and sciences will allow me to engineer spaces and communities for people to confront and effectively address these issues with designs that enhance human connection and understanding.
      Dr. Rajesh Aggarwal Scholarship for Scientific Studies
      Lauryn Hill’s music was one of my earliest exposures to a vocabulary grappling with complex social issues and questioning the vicious holes in our systems that uphold injustice and limit social mobility. I wanted to untangle social inequities the same way Lauryn had by understanding the lived experiences of different groups and rebuilding these broken systems. It wasn’t until I was introduced to Design Thinking through a course I took at Dartmouth College the summer after sophomore year that I began to understand how I could tangibly affect these systems. This was the first time I’d seen humanistic perspectives applied to technical engineering. The marriage of the two proposed a method of systematically zooming in on racially charged systems that limit access to experiences and opportunities for success in society. What this problem-solving methodology offers is a bottom-up approach to design that vocalizes marginalized individuals and communities as the center of design solutions. This course was my first exposure to imagining how to dismantle and redesign social structures, helping me home in on the intersections of issues I care deeply about. As I designed and prototyped models of masks to alleviate the lack of human connection during the pandemic, I became inspired to solve larger social issues, eager to engineer models that would upset hierarchical systems in education that undermine minority groups. This week-long course was only an introduction to these concepts but let me begin to analyze these systems and approach injustice in education from an engineering standpoint, leaving me hungry to apply these problem-solving methods across dysfunctional social systems in education.