Living with anxiety has been both burdensome and educational in shaping my personal and academic journeys. However, after seeking help and accepting my condition, I have earned the ability to address anxiety and turn it into a source of motivation for success. As a first-generation American and the first in my family to attend college, I have felt an overwhelming amount of pressure to be successful. The expectation of not only being the first to walk the line to achieve independence but also to "make it worth it" to my family only adds another layer of anxiety. I live with the fear of failure not only for myself but also for those who disregarded their own aspirations to support mine. This has made it challenging to feel comfortable because I'm always trying to prove their hard work and sacrifices weren't in vain. Anxiety has played a role in multiple facets of my life, including education and social engagement. There were instances when I experienced self-doubt and began to question my ability. The angst of failure often felt immobilizing and caused me to feel overwhelmed over the smallest of tasks. For instance, prior to a major exam or competitive event, I would have racing thoughts, feelings of restlessness, and physical symptoms such as a heart palpitating or nausea. Ultimately, I did not fully enjoy these moments when I was engaged in something I love, like kickline or soccer. Nonetheless, anxiety has served as a motivating factor for my resolve. I have tried to use anxiety to drive me, and not to hold me back. I have taken steps to clarify, adjust, and control my anxiety instead of allowing it to dominate me. I have started looking externally to my family for help in working through my anxiety, particularly my sister, who has been extremely helpful. She has continually pulled me back and reminded me of my strengths which has helped me turn my mindset from fear to confidence. Furthermore, I have been aware of deep breathing strategies, planning in increments, and creating achievable steps to manage the situation to help my anxiety. The techniques I have been implementing gave me a sense of independence in an environment I once thought was unrecoverable from my anxiety. One of the most transformative experiences in overcoming my anxiety was being accepted into Columbia’s SHAPE program for environmental engineering. Initially, the idea of stepping into a rigorous academic environment filled with talented students was intimidating. However, instead of allowing anxiety to take over, I embraced the opportunity as a chance to grow. I immersed myself in the experience, focusing on learning and collaboration. This program reinforced my belief that I am capable of achieving great things, even in the face of self-doubt. As president of my district's SkillsUSA chapter, I serve to help the members with different challenges and opportunities to further immerse themselves in their dream careers. I have been able to organize events and advocate for higher student participation with experiential learning in my current role. Leadership has provided me with the platform to enable others. I hope to continue advocating for mental health awareness, especially for other students with similar struggles. I want to use my experiences to empower others to seek support for their problems and encourage them to implement strategies to overcome their own challenges. I am confident that I can successfully navigate challenges and work towards accomplishing my goals by flipping my challenges into motivation. My past has made me a determined and compassionate person and I look forward to seizing those challenges.

In the midst of my busy life, Romanettes is my haven of joy. Romanettes is the kick-line team for my school. I discovered this dynamic form of dance during my freshman year, and it became my passion. The thrill of performing with my teammates brings a sense of belonging that cannot be obtained elsewhere. We practice three times a week at six in the morning in my school’s gymnasium. Each practice is a mixture of energy and artistry. The adrenaline rush when I'm about to go on to perform is unmatched, and the excitement of perfecting a routine is truly special. Romanettes not only keeps me in shape but also relaxes and lets me connect with others. As a student-athlete, I've learned discipline, time management, and perseverance—traits that will follow me into the professional world. Academics and Romanettes do not go together easily, particularly with practices at dawn and after school performances. Along the way, I've also learned to remain organized and to test my limits. Whether polishing a routine or studying late at night for a test, I've developed an excellent work ethic that will serve me well in any career. Teamwork has also been one of the greatest things I've learned from being on Romanettes. Every step we take is dependent on synchronization and trust in one another. If a single person is out of line, the entire routine can be destroyed. This has taught me the importance of collaboration, an invaluable aspect of any working environment. I know that in my career ahead, whether it's managing projects, developing solutions in design, or supervising teams, teamwork will be as crucial as when it is a matter of performance. Other than the Romanettes, I am highly interested in mechanical engineering. I like problem-solving and understanding how things work. I love working on projects that require precision and imagination. I enjoy taking higher-level math and science courses because I am interested in STEM, and I enjoy applying these concepts to real-world problems. I will pursue a degree in mechanical engineering and work to make my technical skills work forward as an innovation-creating influence. Beyond kickline, I've also made a commitment to inclusive extracurricular activities that foster deep connections amongst students of all skill levels. In addition to providing students with intellectual and developmental impairments with support and encouragement, Best Buddies has helped me build friendships outside of the classroom. I took part in a musical production called Center Stage, which unites kids with special needs and general education students to share the stage and tell tales together. Similarly, Unified Cheerleading enables us to cheer together despite our diverse backgrounds, demonstrating the connection between community and inclusivity.

Living with anxiety has been both burdensome and educational in shaping my personal and academic journeys. However, after seeking help and developing an awareness of my condition, I have earned the ability to address anxiety and turn it into a source of motivation for success. As a first-generation American and the first in my family to attend college, I have felt an overwhelming amount of pressure to be successful. The expectation of not only being the first to walk the line to achieve independence but also to "make it worth it" to my family only adds another layer of anxiety. I live with the fear of failure not only for myself but also for those who disregarded their own aspirations to support mine. This has made it challenging to feel comfortable because I'm always trying to prove their hard work and sacrifices weren't in vain. Anxiety has played a role in multiple facets of my life, including but not limited to education and social engagement. There were instances when I experienced self-doubt and began to question my ability and judgment. The apprehension of failure often felt immobilizing and caused me to deliberate over the smallest of tasks. For instance, prior to a major exam or competitive event, I would have racing thoughts, feelings of restlessness, and physical symptoms such as a heart palpitating or difficulty concentrating. Ultimately, I did not fully enjoy these moments when I was engaged in something I love, like public speaking or being a leader. Nonetheless, anxiety has served as a motivating factor for my resolve. I have tried to use anxiety to drive me, and not to hold me back. I have taken steps to clarify, adjust, and control my anxiety instead of allowing it to dominate me. I have me looking externally to my family for help in working through my anxiety, particularly my sister, who has been extremely helpful in my moments of anxiety. She has continually pulled me back and reminded me of my strengths which has helped me turn my mindset from fear to confidence. Furthermore, I have been aware of deep breathing strategies, planning in increments, and creating achievable steps to manage the situation to help my anxiety. The techniques I have been implementing gave me a sense of independence in an environment I once thought was unrecoverable from my anxiety. One of the most transformative experiences in overcoming my anxiety was being accepted into Columbia’s SHAPE program for environmental engineering. Initially, the idea of stepping into a rigorous academic environment filled with talented students was intimidating. However, instead of allowing anxiety to take over, I embraced the opportunity as a chance to grow. I immersed myself in the experience, focusing on learning and collaboration rather than perfection. This program reinforced my belief that I am capable of achieving great things, even in the face of self-doubt. My experiences with anxiety have guided my long-term goals too. I plan to study mechanical engineering, where I hope to combine my passion for problem-solving with my desire to make an impact. Beyond just academics, I hope to continue advocating for mental health awareness, especially for other students with similar struggles. I want to use my experiences to empower others to seek support for their problems and encourage them to implement strategies to overcome their own challenges. I am confident that I can successfully navigate challenges and work towards accomplishing my goals by flipping my challenges into motivation. My past has made me a determined and compassionate person and I look forward to seizing those challenges.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficient systems, I just want to dedicate my work toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Living with anxiety has been both burdensome and educational in shaping my personal and academic journeys. However, after seeking help and developing an awareness of my condition, I have earned the ability to address anxiety and turn it into a source of motivation for success. As a first-generation American and the first in my family to attend college, I have felt an overwhelming amount of pressure to be successful. The expectation of not only being the first to walk the line to achieve independence but also to "make it worth it" to my family only adds another layer of anxiety. I live with the fear of failure not only for myself but also for those who disregarded their own aspirations to support mine. This has made it challenging to feel comfortable because I'm always trying to prove their hard work and sacrifices weren't in vain. Anxiety has played a role in multiple facets of my life, including but not limited to education and social engagement. There were instances when I experienced self-doubt and began to question my ability and judgment. The apprehension of failure often felt immobilizing and caused me to deliberate over the smallest of tasks. For instance, prior to a major exam or competitive event, I would have racing thoughts, feelings of restlessness, and physical symptoms such as a heart palpitating or difficulty concentrating. Ultimately, I did not fully enjoy these moments when I was engaged in something I love, like public speaking or being a leader. Nonetheless, anxiety has served as a motivating factor for my resolve. I have tried to use anxiety to drive me, and not to hold me back. I have taken steps to clarify, adjust, and control my anxiety instead of allowing it to dominate me. I have me looking externally to my family for help in working through my anxiety, particularly my sister, who has been extremely helpful in my moments of anxiety. She has continually pulled me back and reminded me of my strengths which has helped me turn my mindset from fear to confidence. Furthermore, I have been aware of deep breathing strategies, planning in increments, and creating achievable steps to manage the situation to help my anxiety. The techniques I have been implementing gave me a sense of independence in an environment I once thought was unrecoverable from my anxiety. One of the most transformative experiences in overcoming my anxiety was being accepted into Columbia’s SHAPE program for environmental engineering. Initially, the idea of stepping into a rigorous academic environment filled with talented students was intimidating. However, instead of allowing anxiety to take over, I embraced the opportunity as a chance to grow. I immersed myself in the experience, focusing on learning and collaboration rather than perfection. This program reinforced my belief that I am capable of achieving great things, even in the face of self-doubt. My experiences with anxiety have guided my long-term goals too. I plan to study mechanical engineering, where I hope to combine my passion for problem-solving with my desire to make an impact. Beyond just academics, I hope to continue advocating for mental health awareness, especially for other students with similar struggles. I want to use my experiences to empower others to seek support for their problems and encourage them to implement strategies to overcome their own challenges. I am confident that I can successfully navigate challenges and work towards accomplishing my goals by flipping my challenges into motivation. My past has made me a determined and compassionate person and I look forward to seizing those challenges.

The lesson I have taken about service builds on leadership, empowerment, and value creation for the people around me. For a better part of my life, I have worked in various ways to serve my family and community and teammates, a process that at times demands honoring my heritage, advocating for others, or working in a team in pursuit of a common goal. My striving for commitment has always been closely associated with being a first-generation student, an aspiring engineer, and, above all, a dedicated athlete. Their journey into life took me by the shoulders. The child of Peruvian and Colombian immigrants, I grew up with a deep appreciation for my parents' sacrifices to provide me with an opportunity to build a better future. I consider myself a bridge between two cultures: Peruvian and Colombian, perpetuating the imperatives of resilience, hard work, and determination that they helped instill in me. In achieving academic success and pursuing opportunities that push me beyond what is comfortable, I honor their sacrifice and also serve as an example to younger family members who may one day follow in my footsteps. For me, serving my family means succeeding in life, honoring my heritage, and using the opportunities at hand to elevate those coming after me. In addition to my family, I believe strongly in giving back to my community. As an officer in the SkillsUSA chapter at my school, I'm responsible for extending access to career and technical education. I have been in charge of organizing events, working with local leaders, and advocating for wider use of hands-on learning opportunities for students. I have also concentrated on addressing educational disparities in my community by talking to local officials, teachers, and students about the forays of underfunded schools. These discussions expanded my passion in taking up arms for fair education in which every student has access to the resources he or she needs to do well, no matter his or her background. My other devotion to service is found in the area of commitment toward my teammates as a member of my school's kick line team, the Romanettes, in which I have learned the value of the attributes of discipline, perseverance, and teamwork. We practice three times a week at six in the morning, perfecting our maneuvers. Kick line requires complete synchronization: if one person is off, the whole performance goes down with them. I am proud to be in such a position to support my teammates, to keep urging them on through hard practices, and to recall all those instances when we celebrated our team victories. Through this, I have reassured myself that service is not only leadership but also the ability to be there for someone in time of need. Service plays a central role in my life family, community, and development team-wise. Using my skills and experiences to help others is what gives you genuine fulfillment. As I strive toward this throughout my life, however, I intend to bring forth a positive change in my engagement with both my profession and fellow workers.

I never thought that paper, tape, and a Hot Wheels Mystery Machine could ever create a spark; however life always holds surprises. Being the first American born in my Hispanic family, I was always told that I was going to bring us to the next level, but wasn't sure how. Then I had my moment—that feeling you have after placing the last piece of a puzzle. Ever since I was young I’ve loved science and math, however, in my eighth-grade technology class I realized that I was made to be an engineer. We were tasked to create a truss out of paper and tape that could hold fifteen pounds. I didn’t know it yet, but this task showed me my passion for problem-solving. My truss ended up holding the most weight in the class, and from then on I was excited for the next challenge. A week later we had to create a Rube Goldberg Machine. The purpose of the needlessly complicated machine was to get a ping-pong ball into a cup. I created everything myself: a ramp with a pile of books, a pulley using a clothes hanger and a shoelace, and most importantly my Hot Wheels Mystery Machine to start the whole machine. I stayed up late the night before it was due testing my creation over and over again to make sure everything worked perfectly. Taking this class helped me realize I wanted to deepen my knowledge on engineering which led me to apply to my high school's pre-engineering program. I still remember tears of joy rolling down my face when I was told I had been accepted. Walking into the new learning environment, even though it was just one hour out of my day, I felt like I was home. In this new classroom I realized I was going to be surrounded by the smartest students in the district. I didn’t think I deserved to be amongst them. I felt ambivalent and a sense of loneliness because I was the only one from my home school and everyone seemed to have someone to sit with. I decided to take it slow because I still believed that engineering was my passion, and honestly it was the greatest decision of my life. I was able to work on various projects that I enjoyed. For example, a NASA Sponsored project that taught me the value of teamwork, since the whole class was participating in it. I learned how to collaborate effectively with others, ensuring that our combined efforts made the project as successful as possible. My projects didn't end there, as I was able to continue these fun research opportunities going into the summer of my junior year. I was accepted into Columbia University's SHAPE program. There I researched carbon capture, the idea that the carbon being emitted by the buildings in NYC can be recycled by implementing the carbon back into new cement. This helps construct stronger buildings. Gathering the research, creating a presentation, and then presenting the information taught me to be confident with myself. As days went on, my abilities of critical thinking and communication blossomed. This journey allowed me to realize that I am capable and deserving of every opportunity that comes my way. I never expected a few paper scraps and a toy car to determine my future, yet here I am. Even though I don’t know where I will end up exactly, I know that the lessons I have learned will help me along the way, and I will never forget where I started.

Living with anxiety has been both burdensome and educational in shaping my personal and academic journeys. However, after seeking help and developing an awareness of my condition, I have earned the ability to address anxiety and turn it into a source of motivation for success. As a first-generation American and the first in my family to attend college, I have felt an overwhelming amount of pressure to be successful. The expectation of not only being the first to walk the line to achieve independence but also to "make it worth it" to my family only adds another layer of anxiety. I live with the fear of failure not only for myself but also for those who disregarded their own aspirations to support mine. This has made it challenging to feel comfortable because I'm always trying to prove their hard work and sacrifices weren't in vain. Anxiety has played a role in multiple facets of my life, including but not limited to education and social engagement. There were instances when I experienced self-doubt and began to question my ability and judgment. The apprehension of failure often felt immobilizing and caused me to deliberate over the smallest of tasks. For instance, prior to a major exam or competitive event, I would have racing thoughts, feelings of restlessness, and physical symptoms such as a heart palpitating or difficulty concentrating. Ultimately, I did not fully enjoy these moments when I was engaged in something I love, like public speaking or being a leader. Nonetheless, anxiety has served as a motivating factor for my resolve. I have tried to use anxiety to drive me, and not to hold me back. I have taken steps to clarify, adjust, and control my anxiety instead of allowing it to dominate me. I have me looking externally to my family for help in working through my anxiety, particularly my sister, who has been extremely helpful in my moments of anxiety. She has continually pulled me back and reminded me of my strengths which has helped me turn my mindset from fear to confidence. Furthermore, I have been aware of deep breathing strategies, planning in increments, and creating achievable steps to manage the situation to help my anxiety. The techniques I have been implementing gave me a sense of independence in an environment I once thought was unrecoverable from my anxiety. One of the most transformative experiences in overcoming my anxiety was being accepted into Columbia’s SHAPE program for environmental engineering. Initially, the idea of stepping into a rigorous academic environment filled with talented students was intimidating. However, instead of allowing anxiety to take over, I embraced the opportunity as a chance to grow. I immersed myself in the experience, focusing on learning and collaboration rather than perfection. This program reinforced my belief that I am capable of achieving great things, even in the face of self-doubt. My experiences with anxiety have guided my long-term goals too. I plan to study mechanical engineering, where I hope to combine my passion for problem-solving with my desire to make an impact. Beyond just academics, I hope to continue advocating for mental health awareness, especially for other students with similar struggles. I want to use my experiences to empower others to seek support for their problems and encourage them to implement strategies to overcome their own challenges. I am confident that I can successfully navigate challenges and work towards accomplishing my goals by flipping my challenges into motivation. My past has made me a determined and compassionate person and I look forward to seizing those challenges.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. I grew up wanting to be a marine biologist. I have always been fascinated by the ocean and its creatures and wanted to discover uncharted territory. However as I learned more about the real world I realized that wasn’t going to make me that much money. I left the idea behind and decided I wanted to pursue STEM. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Empowerment, for me, is when one transforms dreams into reality. It is the fuel of passion to overcome limits, an infusion of strength to continue facing challenges, and most significantly, the belief that aspirations are attainable. Since I am first-generation Peruvian and Colombian, empowerment is not merely a concept but rather the influence behind my ambition, drive, and outreach to reach my community. I knew from an early age that the road ahead would not be a smooth one. With no roadmap at hand to successfully navigate the education system, I relied on myself to take the initiative to seek all the opportunities presented before me and to fight for myself. But empowerment is what made me do it. It came with all the realizations that I am fit enough to dwell within the confines of any competitive space. For example, applying to Columbia University’s SHAPE program for environmental engineering or running for president of my SkillsUSA chapter. These experiences confirmed that it is not circumstance that affords ambition, but rather one’s choice of determination fuelling that. I am driven by the ambition that I can achieve more than what I am actually given or asked for. Being a first-generation culturally mixed Peruvian and Colombian, I came to the harsh realization that success is not only supposed to fulfill one, but also convey goodwill to those who find themselves in a similar situation. My aim is to give hope to those who have fallen behind, in that those from underrepresented backgrounds can make it in STEM fields, lead organizations, and ultimately shape future careers. Empowerment allows me to dream even bigger, knowing full well that I can reach for the stars should I ever so choose. However, empowerment is not just something internal; it is something that must be shared. I believe in using my experiences to uplift others, whether that means advocating for more inclusive educational policies or encouraging peers to pursue opportunities they never thought about. My involvement in SkillsUSA and their efforts to bridge the education gap that exists on Long Island are a reflection of that desire to incite change. Having witnessed how the resources afforded to students create disparities, I refuse to accept that some individuals should have fewer opportunities simply because of where they come from. Empowerment reflects throughout my life in every decision I make. It compels me to take risks, step into leadership roles, and challenge systems that perpetuate inequality. It reinforces to me that my voice matters and that my actions can create ripples of change. Most importantly, it has taught me that real success is not only about achievement for its own sake; it is about ensuring others feel empowered to chase their dreams. Empowerment is about believing in oneself and inspiring self-belief in others. It is about being resilient and ambitious enough to withstand the odds. Empowerment is what I carry with me as I continue my journey in higher education and beyond; and it is that empowerment that will help me break down barriers, carry others with me, and carry an impact that lives on beyond myself.

Empowerment, for me, is when one transforms dreams into reality. It is the fuel of passion to overcome limits, an infusion of strength to continue facing challenges, and most significantly, the belief that aspirations are attainable. Since I am first-generation Peruvian and Colombian, empowerment is not merely a concept but rather the influence behind my ambition, drive, and outreach to reach my community. I knew from an early age that the road ahead would not be a smooth one. With no roadmap at hand to successfully navigate the education system, I relied on myself to take the initiative to seek all the opportunities presented before me and to fight for myself. But empowerment is what made me do it. It came with all the realizations that I am fit enough to dwell within the confines of any competitive space. For example, applying to Columbia University’s SHAPE program for environmental engineering or running for president of my SkillsUSA chapter. These experiences confirmed that it is not circumstance that affords ambition, but rather one’s choice of determination fuelling that. I am driven by the ambition that I can achieve more than what I am actually given or asked for. Being a first-generation culturally mixed Peruvian and Colombian, I came to the harsh realization that success is not only supposed to fulfill one, but also convey goodwill to those who find themselves in a similar situation. My aim is to give hope to those who have fallen behind, in that those from underrepresented backgrounds can make it in STEM fields, lead organizations, and ultimately shape future careers. Empowerment allows me to dream even bigger, knowing full well that I can reach for the stars should I ever so choose. However, empowerment is not just something internal; it is something that must be shared. I believe in using my experiences to uplift others, whether that means advocating for more inclusive educational policies or encouraging peers to pursue opportunities they never thought about. My involvement in SkillsUSA and their efforts to bridge the education gap that exists on Long Island are a reflection of that desire to incite change. Having witnessed how the resources afforded to students create disparities, I refuse to accept that some individuals should have fewer opportunities simply because of where they come from. Empowerment reflects throughout my life in every decision I make. It compels me to take risks, step into leadership roles, and challenge systems that perpetuate inequality. It reinforces to me that my voice matters and that my actions can create ripples of change. Most importantly, it has taught me that real success is not only about achievement for its own sake; it is about ensuring others feel empowered to chase their dreams. Empowerment is about believing in oneself and inspiring self-belief in others. It is about being resilient and ambitious enough to withstand the odds. Empowerment is what I carry with me as I continue my journey in higher education and beyond; and it is that empowerment that will help me break down barriers, carry others with me, and carry an impact that lives on beyond myself.

The lesson I have taken about service builds on leadership, empowerment, and value creation for the people around me. For a better part of my life, I have worked in various ways to serve my family and community and teammates, a process that at times demands honoring my heritage, advocating for others, or working in a team in pursuit of a common goal. My striving for commitment has always closely associated with being a first-generation student, an aspiring engineer, and, above all, a dedicated athlete. Their journey into life took me by the shoulders. The child of Peruvian and Colombian immigrants, I grew up with a deep appreciation for my parents' sacrifices to provide me with an opportunity to build a better future. I consider myself a bridge between two cultures: Peruvian and Colombian, perpetuating the imperatives of resilience, hard work, and determination that they helped instill in me. In achieving academic success and pursuing opportunities that push me beyond what is comfortable, I honor their sacrifice and also serve as an example to younger family members who may one day follow in my footsteps. For me, serving my family means succeeding in life, honoring my heritage, and using the opportunities at hand to elevate those coming after me. My other devotion to service is found in the area of commitment toward my teammates as a member of my school's kick line team, the Romanettes, in which I have learned the value of the attributes of discipline, perseverance, and teamwork. We practice three times a week at six in the morning, perfecting our maneuvers. Kick line requires complete synchronization: if one person is off, the whole performance goes down with them. I am proud to be in such a position to support my teammates, to keep urging them on through hard practices, and to recall all those instances when we celebrated our team victories. Through this, I have reassured myself that service is not only leadership but also the ability to be there for someone in time of need. Service plays a central role in my life family, community, and development team-wise. Using my skills and experiences to help others is what gives you genuine fulfillment. As I strive toward this throughout my life, however, I intend to bring forth a positive change in my engagement with both my profession and fellow workers.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Empowerment, for me, is when one transforms dreams into reality. It is the fuel of passion to overcome limits, an infusion of strength to continue facing challenges, and most significantly, the belief that aspirations are attainable. Since I am first-generation Peruvian and Colombian, empowerment is not merely a concept but rather the influence behind my ambition, drive, and outreach to reach my community. I knew from an early age that the road ahead would not be a smooth one. With no roadmap at hand to successfully navigate the education system, I relied on myself to take the initiative to seek all the opportunities presented before me and to fight for myself. But empowerment is what made me do it. It came with all the realizations that I am fit enough to dwell within the confines of any competitive space. For example, applying to Columbia University’s SHAPE program for environmental engineering or running for president of my SkillsUSA chapter. These experiences confirmed that it is not circumstance that affords ambition, but rather one’s choice of determination fuelling that. I am driven by the ambition that I can achieve more than what I am actually given or asked for. Being a first-generation culturally mixed Peruvian and Colombian, I came to the harsh realization that success is not only supposed to fulfill one, but also convey goodwill to those who find themselves in a similar situation, (only 2% of US mechanical engineers are Hispanic women). My aim is to give hope to those who have fallen behind, in that those from underrepresented backgrounds can make it in STEM fields, lead organizations, and ultimately shape future careers. Empowerment allows me to dream even bigger, knowing full well that I can reach for the stars should I ever so choose. However, empowerment is not just something internal; it is something that must be shared. I believe in using my experiences to uplift others, whether that means advocating for more inclusive educational policies or encouraging peers to pursue opportunities they never thought about. My involvement in SkillsUSA and their efforts to bridge the education gap that exists on Long Island are a reflection of that desire to incite change. Having witnessed how the resources afforded to students create disparities, I refuse to accept that some individuals should have fewer opportunities simply because of where they come from. Empowerment reflects throughout my life in every decision I make. It compels me to take risks, step into leadership roles, and challenge systems that perpetuate inequality. It reinforces to me that my voice matters and that my actions can create ripples of change. Most importantly, it has taught me that real success is not only about achievement for its own sake; it is about ensuring others feel empowered to chase their dreams. Empowerment is about believing in oneself and inspiring self-belief in others. It is about being resilient and ambitious enough to withstand the odds. Empowerment is what I carry with me as I continue my journey in higher education and beyond; and it is that empowerment that will help me break down barriers, carry others with me, and carry an impact that lives on beyond myself.

I have always felt this wondrous balancing act between two different worlds and always prided myself on the roots I carry. From the colorful festivals of Colombia to the intricate flavors of Peruvian dishes, I cherish and celebrate my culture. It tells the tale of my family; one of resiliency, sacrifice, and the pursuit of a better future. However, being first-generation meant I had to grow up in a country where not many traditions were familiar to my parents, especially with the education system. Every day I tackled this heavy construct, which sometimes became daunting and molded my independence, adaptability, and drive for success. One of the most defining moments of this journey happened during my freshman year of high school when my cousin from Peru decided, in the name of pursuing a high school diploma, to move to the U.S. With great anticipation for what lay ahead, she was, however, stricken with some difficulty. From learning to adapting to an entirely new environment, she had to learn English in a tough academic atmosphere. I could see from the stress on her face that it was challenging, and that was when I realized I really had to step up. I took it upon myself to dedicate countless hours of tutoring them in math and English. It wasn't merely study; it was also contributing to her adjustment to a new life. I told her about my experiences of growing up between two cultures, sharing the glimpses of my own life story in order to reassure and direct her. She would tell me stories of growing up in Peru, which deepened my appreciation for her perspective. In addition they increased my awareness of the pressures she had in coming here. The back-and-forth conversation was priceless. Not only did it bring us closer together, but it also expanded my worldview. Realizing that a strong support system is able to make a difference, I went further by planning study sessions with friends. This way, my cousin would find a friendly and inviting space in which to practice English, make friends, and develop confidence in her skills. Participation and encouragement from her friends not only helped my cousin gain more ease and comfort with her new environment, but it also showed me that one could take difficult situations and turn them into opportunities to grow through determination. Everything about this experience reaffirmed a lesson I held dear: lifting others up and sharing my experiences to enrich another's path has essential value. To feel more responsible: as a family member, a mentor, and a first-generation American; to strengthen cultural links and make sure that obstacles do not get in one's way through this life.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

I have always felt this wondrous balancing act between two different worlds and always prided myself on the roots I carry. From the colorful festivals of Colombia to the intricate flavors of Peruvian dishes, I cherish and celebrate my culture. It tells the tale of my family; one of resiliency, sacrifice, and the pursuit of a better future. However, being first-generation meant I had to grow up in a country where not many traditions were familiar to my parents, especially with the education system. Every day I tackled this heavy construct, which sometimes became daunting and molded my independence, adaptability, and drive for success. One of the most defining moments of this journey happened during my freshman year of high school when my cousin from Peru decided, in the name of pursuing a high school diploma, to move to the U.S. With great anticipation for what lay ahead, she was, however, stricken with some difficulty. From learning to adapting to an entirely new environment, she had to learn English in a tough academic atmosphere. I could see from the stress on her face that it was challenging, and that was when I realized I really had to step up. I took it upon myself to dedicate countless hours of tutoring them in math and English. It wasn't merely study; it was also contributing to her adjustment to a new life. I told her about my experiences of growing up between two cultures, sharing the glimpses of my own life story in order to reassure and direct her. She would tell me stories of growing up in Peru, which deepened my appreciation for her perspective. In addition they increased my awareness of the pressures she had in coming here. The back-and-forth conversation was priceless. Not only did it bring us closer together, but it also expanded my worldview. Realizing that a strong support system is able to make a difference, I went further by planning study sessions with friends. This way, my cousin would find a friendly and inviting space in which to practice English, make friends, and develop confidence in her skills. Participation and encouragement from her friends not only helped my cousin gain more ease and comfort with her new environment, but it also showed me that one could take difficult situations and turn them into opportunities to grow through determination. Everything about this experience reaffirmed a lesson I held dear: lifting others up and sharing my experiences to enrich another's path has essential value. To feel more responsible: as a family member, a mentor, and a first-generation American; to strengthen cultural links and make sure that obstacles do not get in one's way through this life.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

I have always felt this wondrous balancing act between two different worlds and always prided myself on the roots I carry. From the colorful festivals of Colombia to the intricate flavors of Peruvian dishes, I cherish and celebrate my culture. It tells the tale of my family; one of resiliency, sacrifice, and the pursuit of a better future. However, being first-generation meant I had to grow up in a country where not many traditions were familiar to my parents, especially with the education system. Every day I tackled this heavy construct, which sometimes became daunting and molded my independence, adaptability, and drive for success. One of the most defining moments of this journey happened during my freshman year of high school when my cousin from Peru decided, in the name of pursuing a high school diploma, to move to the U.S. With great anticipation for what lay ahead, she was, however, stricken with some difficulty. From learning to adapting to an entirely new environment, she had to learn English in a tough academic atmosphere. I could see from the stress on her face that it was challenging, and that was when I realized I really had to step up. I took it upon myself to dedicate countless hours of tutoring them in math and English. It wasn't merely study; it was also contributing to her adjustment to a new life. I told her about my experiences of growing up between two cultures, sharing the glimpses of my own life story in order to reassure and direct her. She would tell me stories of growing up in Peru, which deepened my appreciation for her perspective. In addition they increased my awareness of the pressures she had in coming here. The back-and-forth conversation was priceless. Not only did it bring us closer together, but it also expanded my worldview. Realizing that a strong support system is able to make a difference, I went further by planning study sessions with friends. This way, my cousin would find a friendly and inviting space in which to practice English, make friends, and develop confidence in her skills. Participation and encouragement from her friends not only helped my cousin gain more ease and comfort with her new environment, but it also showed me that one could take difficult situations and turn them into opportunities to grow through determination. Everything about this experience reaffirmed a lesson I held dear: lifting others up and sharing my experiences to enrich another's path has essential value. To feel more responsible: as a family member, a mentor, and a first-generation American; to strengthen cultural links and make sure that obstacles do not get in one's way through this life.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Either from the very start of the film or at least very soon afterward, Miles has always felt out of place. He is a genius kid whose high-achieving school has begun to make him wonder if he really deserves to attend. Miles feels the pressure to be great, while at the very same moment doubts that he is enough. I have had to grapple with this same uncertainty in my school life. There is space and elbow room for a first-generation student, while there is none for someone used to it. Did I deserve to be admitted when I applied for the SHAPE engineering program for environmental engineering at Columbia University? Yet Miles has also taught me that the opportunity to grow generally arises in moments of doubt. While Miles' journey has made a world of difference for me in assuring myself that confidence is not a matter of waiting for some magic moment, but of simply jumping into the unknown even when it frightens me. The core message of the movie is emphatically powerful in asserting that "anyone can wear the mask." Miles struggles with living up to the legacy of Spider-Man's predecessors, but in the end, he learns that he doesn't have to be just like them—he just needs to have self-belief in him. This lesson has become particularly resonant to me in running for SkillsUSA chapter president and wondering whether I was the right fit for such a role; but the realization ultimately dawned on me that leadership encompasses more than just that: it is about stepping up, believing in my own strengths, and using them to motivate others. Beyond its personal impact, Into the Spider-Verse sends a more extensive message of representation. To see a superhero who is both Black and Latino, who speaks Spanish with his mother, and who juggles the complexities of his identity was powerful. It solidified the belief in me that those like myself belong in spaces we historically have been excluded from—STEM fields, leadership, and even higher education as a whole. The film's animation style, with its core theme of breaking expectations, is a visual representation of that. Just as Miles' journey is about breaking conventions, this movie does the same with its broader narrative and art styles; it's a union of many other elements that comes together into something quite unlike any Spider-Man iconic story you've witnessed before. That reminds me all about success: not really a straight road to walking in success along; rather, it's about paving my way freely. Spider-Man: Into the Spider-Verse has built my thoughts about resilience, self-belief, and the need for representation. In the same way as Miles, I've been able to cut through the fear of self and otherness, trust in my strengths, imbibe my unique story, then leap, even if I am unsure where I shall land.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills.

Empowerment, for me, is when one transforms dreams into reality. It is the fuel of passion to overcome limits, an infusion of strength to continue facing challenges, and most significantly, the belief that aspirations are attainable. Since I am first-generation Peruvian and Colombian, empowerment is not merely a concept but rather the influence behind my ambition, drive, and outreach to reach my community. I knew from an early age that the road ahead would not be a smooth one. With no roadmap at hand to successfully navigate the education system, I relied on myself to take the initiative to seek all the opportunities presented before me and to fight for myself. But empowerment is what made me do it. It came with all the realizations that I am fit enough to dwell within the confines of any competitive space. For example, applying to Columbia University’s SHAPE program for environmental engineering or running for president of my SkillsUSA chapter. These experiences confirmed that it is not circumstance that affords ambition, but rather one’s choice of determination fuelling that. I am driven by the ambition that I can achieve more than what I am actually given or asked for. Being a first-generation culturally mixed Peruvian and Colombian, I came to the harsh realization that success is not only supposed to fulfill one, but also convey goodwill to those who find themselves in a similar situation. My aim is to give hope to those who have fallen behind, in that those from underrepresented backgrounds can make it in STEM fields, lead organizations, and ultimately shape future careers. Empowerment allows me to dream even bigger, knowing full well that I can reach for the stars should I ever so choose. However, empowerment is not just something internal; it is something that must be shared. I believe in using my experiences to uplift others, whether that means advocating for more inclusive educational policies or encouraging peers to pursue opportunities they never thought about. My involvement in SkillsUSA and their efforts to bridge the education gap that exists on Long Island are a reflection of that desire to incite change. Having witnessed how the resources afforded to students create disparities, I refuse to accept that some individuals should have fewer opportunities simply because of where they come from. Empowerment reflects throughout my life in every decision I make. It compels me to take risks, step into leadership roles, and challenge systems that perpetuate inequality. It reinforces to me that my voice matters and that my actions can create ripples of change. Most importantly, it has taught me that real success is not only about achievement for its own sake; it is about ensuring others feel empowered to chase their dreams. Empowerment is about believing in oneself and inspiring self-belief in others. It is about being resilient and ambitious enough to withstand the odds. Empowerment is what I carry with me as I continue my journey in higher education and beyond; and it is that empowerment that will help me break down barriers, carry others with me, and carry an impact that lives on beyond myself.

As a first-generation student from a Peruvian and Colombian background, I have been lost and confused by the path I follow in life. Dealing with the transition from high school into college and with personal things weighed me down at times. Nevertheless, my sister has been a bright star guiding my way, carrying me in my hardest moments and celebrating my greatest achievements. Probably the most difficult moment I had to get through was when I battled anxiety. The pressure to do well from my school, self-doubt, and the expectation of being a first-generation student was overwhelming. Occasionally, I did question whether I could achieve those goals I set for myself. But, my sister made sure I never felt alone in that time of turmoil. She recognized my struggles even when I lacked the words to express them; she comforted me when I needed reassurance. She always made sure to tell me that a bad grade or a (very) challenging day do not define my self worth. Her unwavering faith in me helped me push through moments of wishing to retreat. But she has also always been the first to celebrate my victories. One of the moments I remember most proudly was when I got accepted into Columbia University's SHAPE Program in Environmental Engineering. For a first-generation student, getting into such a prestigious program validated all my hard work. My first shout of joy as I read through the acceptance letter went to my sister. I called her not only to tell her that I had been accepted, but I shared with her how greatly I had overcome that to achieve such a thing. She looked past the achievement itself and commended me for every late night, every ounce of self-doubt, and for shining through every bit of it. Her admiration washed over the moment was much more meaningful. Being first-generation means facing a set of struggles and responsibilities that isn't always easy. I understood well that my parents were the most supportive, but they couldn't really guide me through the educational system as parents of students who are college-educated. From filling out applications to seeking opportunities like SHAPE, I basically had to figure things out on my own. This journey sometimes felt very lonely, but thankfully, my sister made sure I'd never walk alone through it. She became that pillar I could lean on, consult with, unless of course, it was time to remind me to breathe deeply and trust myself. Her influence on me extends far beyond academics. She has taught me how to truly appreciate resilience, self-worth, and the importance of taking care of others. Because of her, I learned that success isn't just about one person's achievements, but about the ones who are with you through the ups and downs. As I carve my way into higher education and beyond, I take with me many lessons she taught me. My sister means so much, not only because she has supported me, but, really, because she embodies belief in someone else. And for that, I will always be grateful.

The lesson I have taken about service builds on leadership, empowerment, and value creation for the people around me. For a better part of my life, I have worked in various ways to serve my family and community and teammates, a process that at times demands honoring my heritage, advocating for others, or working in a team in pursuit of a common goal. My striving for commitment has always closely associated with being a first-generation student, an aspiring engineer, and, above all, a dedicated athlete. Their journey into life took me by the shoulders. The child of Peruvian and Colombian immigrants, I grew up with a deep appreciation for my parents' sacrifices to provide me with an opportunity to build a better future. I consider myself a bridge between two cultures: Peruvian and Colombian, perpetuating the imperatives of resilience, hard work, and determination that they helped instill in me. In achieving academic success and pursuing opportunities that push me beyond what is comfortable, I honor their sacrifice and also serve as an example to younger family members who may one day follow in my footsteps. For me, serving my family means succeeding in life, honoring my heritage, and using the opportunities at hand to elevate those coming after me. In addition to my family, I believe strongly in giving back to my community. As an officer in the SkillsUSA chapter at my school, I'm responsible for extending access to career and technical education. I have been in charge of organizing events, working with local leaders, and advocating for wider use of hands-on learning opportunities for students. I have also concentrated on addressing educational disparities in my community by talking to local officials, teachers, and students about the forays of underfunded schools. These discussions expanded my passion in taking up arms for fair education in which every student has access to the resources he or she needs to do well, no matter his or her background. My other devotion to service is found in the area of commitment toward my teammates as a member of my school's kick line team, the Romanettes, in which I have learned the value of the attributes of discipline, perseverance, and teamwork. We practice three times a week at six in the morning, perfecting our maneuvers. Kick line requires complete synchronization: if one person is off, the whole performance goes down with them. Through this journey, I understood that Udacity is not paying off only in case of one's individual talent but rather respects and believes in sharing teamwork through collaboration and trust. I am proud to be in such a position to support my teammates, to keep urging them on through hard practices, and to recall all those instances when we celebrated our team victories. Through this, I have reassured myself that service is not only leadership but also the ability to be there for someone in time of need. Service plays a central role in my life family, community, and development team-wise. Using my skills and experiences to help others is what gives you genuine fulfillment. As I strive toward this throughout my life, however, I intend to bring forth a positive change in my engagement with both my profession and fellow workers.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I serve as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills. My journey showed me that a will and imagination, plus the fire in the heart to help, become life-and-death work balancing spirits.

Being a first-generation student, I carry this heavy sense of responsibility fused with immense pride in my heritage. The fact that I am of Peruvian and Colombian descent builds my character and worldview. I grew up with the warmth and vibrant colors that the Colombian traditions gifted me and the general proud history I come from, with my ancestors hailing from Peru. It would take a whole new discourse to explain my cultural background, from colorful celebrations to the spice-varied traditional food-it is a thread woven into the tapestry that creates what I am. It tells of the many sacrifices that my family have made and describes the countless opportunities they worked very hard to provide for me. I believe that I am the bridge between the two worlds: honoring my past while trying to build a better future. This mentality has also helped shape my educational and professional goals. In ninth grade, I made my big decision to apply to the district's selective pre-Engineering Program, where I was the only student from my school accepted. This meant a leap into unknown territory, working with people I had never met before, advanced academics, and doing interactive engineering projects with them. Designing and developing improvements for landers going to space with peers through the NASA Tech Rise project and that experience opened my eyes to the problem-solving mindset: How to develop teamwork with people entirely different from you in their ways of doing things and approaches to problem-solving. I want to become a mechanical engineer, using my working knowledge as a means to develop answers aiding people's lives. Whether it be sustainable technology or efficientistic systems, I just want to dedicate my works toward continuing to build that large, big-range contour of better things in life. With this, it really pushes me to break boundaries and pursue my goals with no inner hesitation, the resilience, and determination instilled in me by my family. I always try to help the community. While I served as the president of the SkillsUSA chapter in my school district, I put efforts into promoting further development of career and technical education. I ran events and got involved with local community members to help create more student interest in learning while doing. I have stepped into addressing the diversity of education in my community. Recent discussions with local leaders, teachers, and students have helped me understand the obstacles underfunded schools are facing and the long-term consequences for students. These discussions lit a fire in me to become an advocate for equitable education: one that offers every student, regardless of background, an equal opportunity to succeed in life. My experience as a first-generation student, an aspiring engineer, and a community leader crystallized my vision for the future. I have an innate desire to realize important change using my education and skills. My journey showed me that a will and imagination, plus the fire in the heart to help, become life-and-death work balancing spirits.

In the midst of my busy life, Romanettes was my haven of joy. Romanettes is the kick line team for my school. I discovered this dynamic form of dance during freshman year, and it became my passion. The thrill of performing with my teammates brings a sense of belonging that cannot be obtained elsewhere. We practice three times a week at six in the morning in my school gymnasium. Each practice is a mixture of energy and artistry. The adrenaline rush when I'm about to go on perform is unmatched, and the excitement of perfecting a routine is truly special. Kick line not only gets me in shape but also relaxes me and lets me connect with others. As a student-athlete, I've learned discipline, time management, and perseverance—traits that I know will follow me into the professional world. Academics and kick line do not go together easily, particularly with practices at dawn, practice after school, and weekends spent performing. But along the way, I've also learned to remain organized and test my limits. Whether I’m polishing a routine or studying late at night for a test, I've developed an excellent work ethic that will serve me well in any career. Teamwork has also been one of the greatest things that I've learned from being on the kick line. Every step we take is dependent on synchronization and trust in one another. If a single person is out of line, the entire routine can be destroyed. This has taught me the importance of collaboration, something that is invaluable in any working environment. I know that in my working career ahead, whether it's managing projects in engineering, developing solutions in design, or supervising teams, teamwork will be as crucial as when it is a matter of performance. Other than kick line, I am highly interested in mechanical engineering. I like problem-solving and understanding how things work. I love working on projects that require precision and imagination, engineering fascinates me. I have enjoyed taking higher-level math and science courses because I am interested in STEM, and I have enjoyed applying those concepts to real-world problems. I will pursue a degree in mechanical engineering and work to make my technical skill work forward as an innovation-creating influence. Besides scholarship and kick line, leadership and service also peak my interests. As president of my school district's SkillsUSA chapter, I serve a role and help the members with different opportunities to pursue their education on the way to careers in technologies. I have been able to organize events and advocate for higher student participation with experiential learning in my current role. Leadership has provided me with the platform to enable others, and I am looking forward to sustaining my impact in the local community. In the end, being a student-athlete has turned me into a hardworking, disciplined, and team-oriented individual. On the dance floor, in the classroom, or as an engineer in my professional career, I am committed to pushing myself, learning from others, and seeking excellence.