1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.
As Vice President of the Fashion Club for three years, I led a project that brought together creativity, community, and collaboration: my school’s first-ever Charity Fashion Show.
The idea started with a simple goal, to use fashion for something bigger than style. With support from our club president, I pitched a runway show featuring thrifted outfits, with proceeds going to local charities. After a brainstorming session with the club, I visited nearby thrift stores, met with managers, and secured donations of clothes, shoes, and accessories. In exchange, we promoted each store during the event.
To organize everything, I delegated tasks based on members’ strengths. Our secretary, who had a talent for design and promotion, led marketing and logistics, creating flyers, managing social media, and booking the auditorium. I focused on timelines, outfit styling, and coordinating models and volunteers.
On April 12, our auditorium transformed into a fashion show. We auctioned off over twenty curated looks and raised more than $900 for charity. The next day, students wore outfits they had won, and the energy on campus was electric. The event sparked so much excitement that we started planning a fall show the following week.
Looking back, what made this experience meaningful wasn’t just how much we raised, but how we came together as a team. I learned that leadership isn’t about doing everything yourself, it’s about bringing people together around a shared goal, trusting their abilities, and creating space for them to succeed. Even when things didn’t go exactly as planned, I stayed calm, adapted, and kept the team focused.
This experience showed me that leadership can look different. I didn’t need to be the loudest or the most decorated student to make a difference. I just needed an idea, a plan, and a team that believed in both. That’s a lesson I’ll carry with me well beyond high school.
The idea started with a simple goal, to use fashion for something bigger than style. With support from our club president, I pitched a runway show featuring thrifted outfits, with proceeds going to local charities. After a brainstorming session with the club, I visited nearby thrift stores, met with managers, and secured donations of clothes, shoes, and accessories. In exchange, we promoted each store during the event.
To organize everything, I delegated tasks based on members’ strengths. Our secretary, who had a talent for design and promotion, led marketing and logistics, creating flyers, managing social media, and booking the auditorium. I focused on timelines, outfit styling, and coordinating models and volunteers.
On April 12, our auditorium transformed into a fashion show. We auctioned off over twenty curated looks and raised more than $900 for charity. The next day, students wore outfits they had won, and the energy on campus was electric. The event sparked so much excitement that we started planning a fall show the following week.
Looking back, what made this experience meaningful wasn’t just how much we raised, but how we came together as a team. I learned that leadership isn’t about doing everything yourself, it’s about bringing people together around a shared goal, trusting their abilities, and creating space for them to succeed. Even when things didn’t go exactly as planned, I stayed calm, adapted, and kept the team focused.
This experience showed me that leadership can look different. I didn’t need to be the loudest or the most decorated student to make a difference. I just needed an idea, a plan, and a team that believed in both. That’s a lesson I’ll carry with me well beyond high school.
2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
When I was nine, I wrote a story about a mouse who wanted to become a pilot. It was ridiculous, full of plot holes, and ended with the mouse accidentally flying into space. Still, I remember how proud I felt sharing it with my parents, who pinned it to the fridge like a masterpiece. That silly story was the beginning of how I express my creativity, through words.
Growing up in a house filled with music and visual art, I often felt like the odd one out. My father played piano effortlessly, and my mother painted bold, expressive pieces. I tried both and appreciated them, but neither felt quite like me. Writing, on the other hand, gave me a sense of freedom and connection. I could build entire worlds, explore emotions, and ask questions, all on paper.
At first, it was just short stories. Over time, I began journaling, writing poetry, and eventually composing songs after learning to play the ukulele. That was when I realized creativity wasn’t limited to a paintbrush or an instrument—it could be how I chose to tell my story. To grow, I studied the work of authors I admired, paying close attention to their tone, pacing, and structure. I submitted pieces to school publications and welcomed feedback that helped me improve. When I struggled with writer’s block, I challenged myself to write from new perspectives or use prompts to push past mental blocks.
Writing also became a personal outlet during stressful moments. When I felt overwhelmed or uncertain, I would turn to the page. Through that process, I found clarity and confidence in ways I never expected.
Now, whether I’m working on fiction, journaling my thoughts, or writing lyrics, I feel deeply connected to my creative side. For me, creativity isn’t about being perfect or traditionally talented. It’s about expression, growth, and understanding. It’s how I make sense of the world around me, and how I continue learning to share a piece of myself with others.
Growing up in a house filled with music and visual art, I often felt like the odd one out. My father played piano effortlessly, and my mother painted bold, expressive pieces. I tried both and appreciated them, but neither felt quite like me. Writing, on the other hand, gave me a sense of freedom and connection. I could build entire worlds, explore emotions, and ask questions, all on paper.
At first, it was just short stories. Over time, I began journaling, writing poetry, and eventually composing songs after learning to play the ukulele. That was when I realized creativity wasn’t limited to a paintbrush or an instrument—it could be how I chose to tell my story. To grow, I studied the work of authors I admired, paying close attention to their tone, pacing, and structure. I submitted pieces to school publications and welcomed feedback that helped me improve. When I struggled with writer’s block, I challenged myself to write from new perspectives or use prompts to push past mental blocks.
Writing also became a personal outlet during stressful moments. When I felt overwhelmed or uncertain, I would turn to the page. Through that process, I found clarity and confidence in ways I never expected.
Now, whether I’m working on fiction, journaling my thoughts, or writing lyrics, I feel deeply connected to my creative side. For me, creativity isn’t about being perfect or traditionally talented. It’s about expression, growth, and understanding. It’s how I make sense of the world around me, and how I continue learning to share a piece of myself with others.
3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
I’m proud of the school records I’ve broken in the 100-meter breaststroke and the recognition I’ve received from my coach and teammates. But beyond the medals and times, I’m most proud of how swimming has shaped the way I think, grow, and connect with others.
The first time I got into a pool, I was eight years old, and it wasn’t by choice. I had made fun of my older brother, who is deaf, and my parents wanted me to experience what silence felt like. That moment of punishment turned into something unexpected—the water, quiet and weightless, felt natural. For the first time, I was calm, focused, and curious.
Seeing my potential, my parents fully supported my lessons, even driving nearly an hour each way to practice. Their commitment made me want to work harder. By middle school, swimming became more than a hobby. I trained daily, and by age 15, I was competing seriously. I had transformed from a shy, self-conscious kid into a focused, disciplined athlete.
But swimming didn’t come without struggle. During my sophomore year, I failed to qualify for finals at a major meet. I was devastated. I had trained for months, and still, it wasn’t enough. That meet taught me that progress isn’t always linear. I started training smarter, not just harder, and learned to value consistency over perfection.
The pool also gave me a new way to understand my brother. Being underwater helped me connect with what he might experience—relying on body language, eye contact, and intuition. Our relationship grew stronger, and I found myself becoming more patient and empathetic, not just with him, but with teammates and classmates too.
My talent is swimming, but the skill I’ve developed is deeper. It’s discipline, resilience, and empathy—qualities I now carry with me outside the pool. Whether I’m training, helping a friend, or facing a setback, I rely on the same mindset: stay grounded, trust the process, and keep moving forward.
The first time I got into a pool, I was eight years old, and it wasn’t by choice. I had made fun of my older brother, who is deaf, and my parents wanted me to experience what silence felt like. That moment of punishment turned into something unexpected—the water, quiet and weightless, felt natural. For the first time, I was calm, focused, and curious.
Seeing my potential, my parents fully supported my lessons, even driving nearly an hour each way to practice. Their commitment made me want to work harder. By middle school, swimming became more than a hobby. I trained daily, and by age 15, I was competing seriously. I had transformed from a shy, self-conscious kid into a focused, disciplined athlete.
But swimming didn’t come without struggle. During my sophomore year, I failed to qualify for finals at a major meet. I was devastated. I had trained for months, and still, it wasn’t enough. That meet taught me that progress isn’t always linear. I started training smarter, not just harder, and learned to value consistency over perfection.
The pool also gave me a new way to understand my brother. Being underwater helped me connect with what he might experience—relying on body language, eye contact, and intuition. Our relationship grew stronger, and I found myself becoming more patient and empathetic, not just with him, but with teammates and classmates too.
My talent is swimming, but the skill I’ve developed is deeper. It’s discipline, resilience, and empathy—qualities I now carry with me outside the pool. Whether I’m training, helping a friend, or facing a setback, I rely on the same mindset: stay grounded, trust the process, and keep moving forward.
4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
When I returned to Japan in high school after years abroad, I faced a challenge I hadn’t expected. Although I had grown up speaking Japanese alongside English and Swedish, I had never used it in an academic setting. Suddenly, I was taking high-level classes in a language I hadn’t fully mastered, surrounded by classmates who had lived there their whole lives. For the first time, I felt behind.
While adjusting, I joined a church youth group where I met others who also navigated different backgrounds. That’s where I discovered a unique opportunity—to help with English outreach in rural communities. I had always loved learning languages, but now I had a chance to teach one.
At first, I helped with local mission work, but after noticing that we were visiting the same neighborhoods, I proposed expanding our outreach. For two summers, I traveled with three other members to Ishikawa Prefecture, a rural area seven hours away by train and bus. We worked with a group of twenty students, ages seven to sixteen, who had limited access to formal English education.
I brought picture books from my childhood, including Goodnight Moon and Where the Wild Things Are, and designed games using word cards and illustrations. The goal was to make learning fun, but it ended up teaching me just as much. I had to learn how to explain concepts in simple terms, keep students engaged, and bridge language and cultural gaps—all while refining my own communication skills.
This experience transformed the way I viewed education. I began to understand that learning isn’t just about mastering a subject, it’s about making connections and adapting to your environment. I also gained confidence in navigating academic spaces that once felt intimidating.
Returning to Japan forced me to adapt, but teaching in Ishikawa helped me grow. It confirmed my passion for language, cultural exchange, and community learning—values I now hope to explore further through a global studies or education program in college.
While adjusting, I joined a church youth group where I met others who also navigated different backgrounds. That’s where I discovered a unique opportunity—to help with English outreach in rural communities. I had always loved learning languages, but now I had a chance to teach one.
At first, I helped with local mission work, but after noticing that we were visiting the same neighborhoods, I proposed expanding our outreach. For two summers, I traveled with three other members to Ishikawa Prefecture, a rural area seven hours away by train and bus. We worked with a group of twenty students, ages seven to sixteen, who had limited access to formal English education.
I brought picture books from my childhood, including Goodnight Moon and Where the Wild Things Are, and designed games using word cards and illustrations. The goal was to make learning fun, but it ended up teaching me just as much. I had to learn how to explain concepts in simple terms, keep students engaged, and bridge language and cultural gaps—all while refining my own communication skills.
This experience transformed the way I viewed education. I began to understand that learning isn’t just about mastering a subject, it’s about making connections and adapting to your environment. I also gained confidence in navigating academic spaces that once felt intimidating.
Returning to Japan forced me to adapt, but teaching in Ishikawa helped me grow. It confirmed my passion for language, cultural exchange, and community learning—values I now hope to explore further through a global studies or education program in college.
5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
My parents, John and Jing Li, would have been married for 20 years this fall. But two years ago I came home from soccer practice to find my father very, very drunk. He slurred and yelled terrible things to my mother. She stood stoic while I slinked into a corner, having never seen this vile side of him. After about 10 minutes my father passed out on the couch, and my mother and I ate dinner in silence.
The following day my mother picked me up from practice and told me she was divorcing my father. Her voice was calm and assured, and in direct contrast to the thoughts now running amuck in my head. I knew why she was leaving him, but I didn’t how she was going to do it. Plus, I was just a year away from graduating. I didn’t want to change schools, make new friends, or quit the soccer team.
My mother tried to keep things normal when we moved into the spare room in my aunt’s house. I stayed in the same school, but the stigma of divorce followed me everywhere. My classmates stared at me in the hall and spread rumors about me.
That didn’t last long, though. Inspired by my mother, I made the decision to stand up for myself. I wasn’t aggressive or confrontational, but I told the bullies “people who are too pure have no friends,” which is a saying by Ts'ai Ken T'an and means that in reality, we are all a little damaged and that’s what makes for connections between us.
Supporting my mother, living with extended family, keeping up my grades, remaining committed to my team, and confronting ignorance are all small challenges in and of themselves. But when they happen all at once, they require a lot of inner strength and confidence. I am proud to say that I was able to tackle them all successfully. My family and I are very close, my grades are still above average, I still love playing soccer, and no one has made a “broken home” comment since that day.
The following day my mother picked me up from practice and told me she was divorcing my father. Her voice was calm and assured, and in direct contrast to the thoughts now running amuck in my head. I knew why she was leaving him, but I didn’t how she was going to do it. Plus, I was just a year away from graduating. I didn’t want to change schools, make new friends, or quit the soccer team.
My mother tried to keep things normal when we moved into the spare room in my aunt’s house. I stayed in the same school, but the stigma of divorce followed me everywhere. My classmates stared at me in the hall and spread rumors about me.
That didn’t last long, though. Inspired by my mother, I made the decision to stand up for myself. I wasn’t aggressive or confrontational, but I told the bullies “people who are too pure have no friends,” which is a saying by Ts'ai Ken T'an and means that in reality, we are all a little damaged and that’s what makes for connections between us.
Supporting my mother, living with extended family, keeping up my grades, remaining committed to my team, and confronting ignorance are all small challenges in and of themselves. But when they happen all at once, they require a lot of inner strength and confidence. I am proud to say that I was able to tackle them all successfully. My family and I are very close, my grades are still above average, I still love playing soccer, and no one has made a “broken home” comment since that day.
6. Describe your favorite academic subject and explain how it has influenced you.
Ever since I can remember I loved playing games. As a kid, I mostly played board games for fun. But as I got older, I became obsessed winning, and more importantly learning how to win.
I was a standout student in elementary school and began completing in Mathletes to broaden my understanding of math subjects. My team and I won state and regional competitions every year for five years. However, in middle school, math was much less glamorous; high-school level, advanced subjects like pre-calculus, logic and number theory felt a little less applicable to the real world. Still, I joined the school Go team, which made using my math skills much more exciting. And at the end of grade 8, I placed third in the state finals.
In high school I dove into applied math: physics, information theory, probability and the like. However, I was immediately drawn to game theory. It was fate. I became fascinated with card counting, in particular. I loved that it combined both statistics and probability and the possibility of winning more than an award or title. I read lots of books and practiced my skills with a group of friends until I was confident enough to play for real money. I never played at a casino or anything, but poker night with my friends became the highlight of my week.
My passion for game theory and card counting has inspired me to pursue learning even more advanced math. I took AP Math AB, BC and Statistics last year and scored 4s and 5s on them. It was a heavy workload to balance, but I am proud of myself for achieving such high marks—and not losing my passion for math in the process.
I would really like to earn a degree in Applied Mathematics from UC Berkeley, join the Mathematics Undergraduate Student Association (MUSA), and compete in the Putnam Competition. These opportunities will prepare me for a graduate research study in Statistics and Applied Probability, in which I believe I will excel.
I was a standout student in elementary school and began completing in Mathletes to broaden my understanding of math subjects. My team and I won state and regional competitions every year for five years. However, in middle school, math was much less glamorous; high-school level, advanced subjects like pre-calculus, logic and number theory felt a little less applicable to the real world. Still, I joined the school Go team, which made using my math skills much more exciting. And at the end of grade 8, I placed third in the state finals.
In high school I dove into applied math: physics, information theory, probability and the like. However, I was immediately drawn to game theory. It was fate. I became fascinated with card counting, in particular. I loved that it combined both statistics and probability and the possibility of winning more than an award or title. I read lots of books and practiced my skills with a group of friends until I was confident enough to play for real money. I never played at a casino or anything, but poker night with my friends became the highlight of my week.
My passion for game theory and card counting has inspired me to pursue learning even more advanced math. I took AP Math AB, BC and Statistics last year and scored 4s and 5s on them. It was a heavy workload to balance, but I am proud of myself for achieving such high marks—and not losing my passion for math in the process.
I would really like to earn a degree in Applied Mathematics from UC Berkeley, join the Mathematics Undergraduate Student Association (MUSA), and compete in the Putnam Competition. These opportunities will prepare me for a graduate research study in Statistics and Applied Probability, in which I believe I will excel.
7. What have you done to make your school or your community a better place?
I've always loved riding my bike. My first adult bike was a light blue Huffy cruiser with a bell. I named her Bella. I rode Bella every day when we lived in the suburbs. But when I was 13, I moved to the city to attend a better high school. I, of course, brought Bella. But Bella wasn't built for narrow bike lanes and dodging car doors.
The aforementioned dodging of a car door sent me flying off my bike just a few weeks after I started high school. I ended up with a broken wrist and a concussion despite wearing my helmet. Bella was beyond repair.
After recovering and riding the school bus for a while, I convinced my parents to buy me a new bike. They were worried about me getting into another accident, but obliged. I didn't think twice about riding again, but I figured it would be safer to ride with someone.
There were 10 other kids who biked to school and we banded together to form Bike Buddies. The club is all about maintaining the freedom to ride, but is serious about safety. We make sure our bikes are tuned, that everyone has a helmet and lights, and that we abide by the rules of the road. We ride in pairs and even have reflective vests that say BB on them. The idea is that the more aware of cyclists the community is, the more cautious drivers will be.
Bike Buddies not only made riding safer, but also resulted in new relationships. I have made friends at school, and was recently asked to speak at a local conference on bike safety and have helped spread the BB program to other schools.
I am really proud of having the strength not only to recover from a serious bike accident, but also to get back on my bike—her name is Jules and she's silver. BB is the result of my love for riding and my desire to never be in an accident again.
The aforementioned dodging of a car door sent me flying off my bike just a few weeks after I started high school. I ended up with a broken wrist and a concussion despite wearing my helmet. Bella was beyond repair.
After recovering and riding the school bus for a while, I convinced my parents to buy me a new bike. They were worried about me getting into another accident, but obliged. I didn't think twice about riding again, but I figured it would be safer to ride with someone.
There were 10 other kids who biked to school and we banded together to form Bike Buddies. The club is all about maintaining the freedom to ride, but is serious about safety. We make sure our bikes are tuned, that everyone has a helmet and lights, and that we abide by the rules of the road. We ride in pairs and even have reflective vests that say BB on them. The idea is that the more aware of cyclists the community is, the more cautious drivers will be.
Bike Buddies not only made riding safer, but also resulted in new relationships. I have made friends at school, and was recently asked to speak at a local conference on bike safety and have helped spread the BB program to other schools.
I am really proud of having the strength not only to recover from a serious bike accident, but also to get back on my bike—her name is Jules and she's silver. BB is the result of my love for riding and my desire to never be in an accident again.
8. What is the one thing that you think sets you apart from other candidates applying to the University of California?
Things to consider: Don’t be afraid to brag a little. Even if you don’t think you’re unique, you are — remember, there’s only one of you in the world. From your point of view, what do you feel makes you belong on one of UC’s campuses? When looking at your life, what does a stranger need to understand in order to know you?
What have you not shared with us that will highlight a skill, talent, challenge, or opportunity that you think will help us know you better? We’re not necessarily looking for what makes you unique compared to others, but what makes you, YOU.
I am a creative introvert.
Most people would think these two characteristics don't go together. But they do; I am capable of great ideas and am a talented writer, but working in larger groups is not my happy place.
Because I am creative introvert, I have a unique perspective on teamwork. I don't believe in the Golden Rule and I don't think one should treat others how that one individual wants to be treated. Such an idea assumes that everyone is exactly the same! I believe it's better to ask individuals how they work best or more basically, what they need to be creative, successful or to feel confident.
This notion may seem a little hippie—my father is a sociologist and my mother a marketer—but it has allowed me to thrive in a number of areas.
In my sophomore year I founded the Fashion Club, where we can all be high-energy fashionistas that gab about the latest styles and trends. But we also organize fashion show / clothing drives four times a year. In brainstorming the themes for the fashion show, I take more time to think of ideas and don't spitball as freely as some of the other members.
I'm also a member of the Literature Club, wherein I can enjoy reading books in tandem with others and listen to ideas in a much more calm, traditionally thoughtful setting. Literature Club is like a gathering of introverts, which I love.
I have also played on my school soccer teams since grade 8. I started out as a forward, and while I can run as well as the rest of my teammates, I never felt comfortable on the offense. I switched to playing goalie my freshman year in high school and this role is much more my speed; I can be both a solo player alone in the goal, but remain an integral part of the team.
My unique perspective on creativity and teamwork will remain a cornerstone of my education.
What have you not shared with us that will highlight a skill, talent, challenge, or opportunity that you think will help us know you better? We’re not necessarily looking for what makes you unique compared to others, but what makes you, YOU.
I am a creative introvert.
Most people would think these two characteristics don't go together. But they do; I am capable of great ideas and am a talented writer, but working in larger groups is not my happy place.
Because I am creative introvert, I have a unique perspective on teamwork. I don't believe in the Golden Rule and I don't think one should treat others how that one individual wants to be treated. Such an idea assumes that everyone is exactly the same! I believe it's better to ask individuals how they work best or more basically, what they need to be creative, successful or to feel confident.
This notion may seem a little hippie—my father is a sociologist and my mother a marketer—but it has allowed me to thrive in a number of areas.
In my sophomore year I founded the Fashion Club, where we can all be high-energy fashionistas that gab about the latest styles and trends. But we also organize fashion show / clothing drives four times a year. In brainstorming the themes for the fashion show, I take more time to think of ideas and don't spitball as freely as some of the other members.
I'm also a member of the Literature Club, wherein I can enjoy reading books in tandem with others and listen to ideas in a much more calm, traditionally thoughtful setting. Literature Club is like a gathering of introverts, which I love.
I have also played on my school soccer teams since grade 8. I started out as a forward, and while I can run as well as the rest of my teammates, I never felt comfortable on the offense. I switched to playing goalie my freshman year in high school and this role is much more my speed; I can be both a solo player alone in the goal, but remain an integral part of the team.
My unique perspective on creativity and teamwork will remain a cornerstone of my education.
9. Please describe how you have prepared for your intended major, including your readiness to succeed in your upper-division courses once you enroll at the university.
My profound interest in environmental protection did not become apparent until my junior year of high school. While I had been raised to respect the natural world, I never considered these values more deeply until my AP Environmental Science teacher suggested that I volunteer to lead the school’s new Eco Club. I did truly want to dive deeper into the Environmental Science course material, and coordinating the Eco Club seemed like the perfect opportunity to bring the theories I learned in class to life. I decided to take her up on the offer; the rest, as they say, is history. I quickly discovered that this subject was what I wanted to dedicate my life to.
I started by drafting a proposal for my school board on various energy efficient lightbulb models. My fellow Eco Club members and I successfully convinced my school’s Facilities Committee to gradually replace every school lightbulb with low-wattage LED bulbs. We pushed on, switching our focus to the Meatless Monday campaign. Thanks to the program’s success, our cafeteria eliminated all meat products for two meals each week, leading to unmatched environmental benefits and significant financial savings for the school district.
During my three semesters as a community college student, I have displayed a similar drive. While my current school is quite small and does not offer a formal Environmental Science major, I have been able to craft my own path towards this subject by taking the highest-level courses available in several departments, including Earth Science & Geology, Biology, Chemistry, and Political Science. I not only received top grades in all of these classes, but I have also remained active in environmental-related faculty research projects and even created my own Eco Club on campus, modeled after my high school group.
I am sure that I will face some challenges while completing my degree in a traditional four-year university, but I am confident that my one-of-a-kind passion for the environment, leadership skills, and commitment to academics will allow me to continue striving towards my goal of studying Environmental Science and eventually earning a master’s degree in Environmental Engineering.
I started by drafting a proposal for my school board on various energy efficient lightbulb models. My fellow Eco Club members and I successfully convinced my school’s Facilities Committee to gradually replace every school lightbulb with low-wattage LED bulbs. We pushed on, switching our focus to the Meatless Monday campaign. Thanks to the program’s success, our cafeteria eliminated all meat products for two meals each week, leading to unmatched environmental benefits and significant financial savings for the school district.
During my three semesters as a community college student, I have displayed a similar drive. While my current school is quite small and does not offer a formal Environmental Science major, I have been able to craft my own path towards this subject by taking the highest-level courses available in several departments, including Earth Science & Geology, Biology, Chemistry, and Political Science. I not only received top grades in all of these classes, but I have also remained active in environmental-related faculty research projects and even created my own Eco Club on campus, modeled after my high school group.
I am sure that I will face some challenges while completing my degree in a traditional four-year university, but I am confident that my one-of-a-kind passion for the environment, leadership skills, and commitment to academics will allow me to continue striving towards my goal of studying Environmental Science and eventually earning a master’s degree in Environmental Engineering.
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