The student developed an interest in environmental science in high school. They took an AP Environmental Science class that exposed them to issues like pollution, climate change, and resource depletion, sparking a passion for activism. The student furthered their interest by attending an environmental science academy, becoming president of the Go Green Club, and traveling to Costa Rica and Wyoming for immersive learning experiences in nature. These trips solidified the student's desire to preserve the natural world and understand humanity's impact on the environment.
The student developed an interest in environmental science in high school. They took an AP Environmental Science class that exposed them to issues like pollution, climate change, and resource depletion, sparking a passion for activism. The student furthered their interest by attending an environmental science academy, becoming president of the Go Green Club, and traveling to Costa Rica and Wyoming for immersive learning experiences in nature. These trips solidified the student's desire to preserve the natural world and understand humanity's impact on the environment.
The student developed an interest in environmental science in high school. They took an AP Environmental Science class that exposed them to issues like pollution, climate change, and resource depletion, sparking a passion for activism. The student furthered their interest by attending an environmental science academy, becoming president of the Go Green Club, and traveling to Costa Rica and Wyoming for immersive learning experiences in nature. These trips solidified the student's desire to preserve the natural world and understand humanity's impact on the environment.
6. Think about an academic subject that inspires you.
Describe how you have furthered this
interest inside and/or outside of the classroom. Despite loving science and nature as a child, I was naive to the issues that lived within these topics. Delving deeper into the subject matters of pollution, climate change, and the depletion of natural resources in AP Environmental Science (APES), I became increasingly enamored with the subject and an activist for environmental issues. This class was by far one of the most challenging yet rewarding courses I had taken. My work ethic improved in view of the fact that I was required to fine-tune my time management and studying skills due to the loads of information I had to absorb within a short period of time. Not only did this course show me the value of problem-solving and ingenuity, but it contributed to my investment in the Environmental Science, Engineering, and Technology (ESET) academy. I furthered my passion for this subject by attending Teton Science School in Wyoming, becoming co-president of the Go Green Club, and jumping at the opportunity to travel to Costa Rica for a week. I was eager to learn about the prodigious amount of biodiversity and be exposed to new ideas. During my time here, I attended lessons about the nature around and conducted an assortment of ecological experiments. Similarly, in Wyoming we took part in group challenges and developed an original experiment, presenting the data at the end. The bright colors, blinding white snow, the peaceful sounds of the animals and roars of the river stunned me with their beauty. It was during the times that I stood staring at the seemingly endless rain forest in Costa Rica and the awe-inspiring scintillating constellations in Wyoming that I was overcome with warmth and utter joy. Preserving the grandeur of life that surrounds us and makes this planet unique transfixed me in a way nothing else could. Through the combination of these trips and APES, I gained a greater understanding of our individual impact on the world. While Environmental Science is not solely what I desire to do, without these experiences I may never have enhanced my leadership skills and become as driven as I am today.
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