What I taught vs. What I learned in return by Aja

What I taught vs. What I learned in return by Aja - October 2026 Scholarship Essay

During the summer of 2022, I interned at Prince George’s County Sheriff Youth Academy's D.A.Y. program, where I worked with youth from vastly different backgrounds than my own. On my first day after showing a group how to download a 3-D elephant on a hard drive, I noticed a young girl staring at her desk. When I asked what was wrong, she responded, “I’ve never done that before.” The same thing occurred when a boy gazed amazed at a 3-D printer printing his name, he repeated, “I’ve never done that before.” These responses allowed me to acknowledge the privileges I had growing up. These children lived with fewer resources, lower incomes, and single-parent households, with not many opportunities to further their education. But despite this, it did not hinder their curiosity and desire to learn more.

“How does it work? Can we make something else? How hot does the machine have to be to make the filament melt?” As I answered each question, I could see their eyes widening with fascination and excitement, and what I hadn’t realized was that mine were doing the same. Answering each question elevated my passion for wanting to learn more about STEM. It allowed me to see it not just as a subject full of math and science, but as a subject full of mysteries and endless possibilities to grow and build objects, and opportunities that STEM had to offer. That summer transformed my view of STEM. It became more than a collection of math and science concepts but rather a tool for discovery, innovation, and empowerment. I entered the internship seeking service hours, but left with a stronger passion for engineering and a desire to create opportunities for others.

And although I did not directly benefit from helping them, their excitement helped me discover something about myself. I realised that knowledge is most valuable when it is shared, and that technology can be more than just a tool but rather a pathway to opportunity. I had entered the internship thinking I was there to teach students, but they ultimately taught me to look at STEM differently. Their questions challenged me to learn more, and their curiosity reminded me why I wanted to pursue a career in engineering in the first place.

Because of this, that lesson has continued to help me overcome challenges in my own education. When I encounter difficult mathematics, science, or engineering concepts, I remind myself of those students. I approach problems with the same curiosity they showed me: How does this work? What can I change? Is there another way to solve it? Instead of getting discouraged when I don't immediately understand something, I have learned to be patient with the process and see challenges as opportunities to learn.

This mindset has also influenced how I approach my future. As I pursue engineering, I do not want my knowledge to benefit only me. I want to use what I learn to create opportunities for others who may not have access to the same resources I had. My goal is to become an aerospace engineer and eventually develop programmes that expose underserved youth to coding, artificial intelligence, drones, 3-D printing, and other areas of STEM.

The experience taught me that overcoming a challenge is not always about solving a problem alone. Sometimes, it is about recognising what you have learned from others and using that knowledge to move forward. Those students reminded me that curiosity can turn uncertainty into possibility. Their questions encouraged me to become more curious, persistent, and confident in my own abilities.