G.O.A.L.S.

Leadership was a prominent part of my high school career. From Vice President of my sophomore class, President of my Junior class, and then Student Council President during my senior year – I had my hands full with numerous tasks each year. But, as if that was not enough, I was also Chief Editor and Interviewer of our Yearbook Club, Secretary of NHS, and the founder of a mentoring program my senior year. Out of every position I held, the most rewarding one was undoubtedly my mentoring program.

Named the Baron Mentoring Program, this idea was stemmed from the lack of direction that I saw many of the incoming freshmen had. Many of them were involved in numerous destructive activities and had a bad track record in their academics. But, I saw something in those kids – potential. Even if they couldn’t see it, I knew those kids had the potential to be leaders and could grow into more than their environment allowed them. Which then ignited my idea for a mentoring program. With the trust of my school Guidance Counselor, Ms.Combs, and Vice President, Mr. Rupp, (pictured above), we were able to make this simple idea become a reality. 

Each freshman in the program was given a buddy who was a high achieving upperclassman that would help guide them on the right path. High-achieving; however, did not necessarily mean they excelled in academics, but they had the right qualities to allow their mentee to open up towards becoming a leader. It truly was a program that encompassed the understanding of equity and individualism. It’s not a “one size fits all;” it is an endeavor that caters to the development of academic and soft skills that disadvantaged students need in order to receive the same educational opportunities as the majority. 

The pride that I held in this program was unspeakable as I saw each freshman grow into a strong leader every week – that was the greatest thing I could ask for as a leader myself. 

Throughout my career as a high school student, I was fortunate enough to participate in the first class of Global Scholars offered at my high school. This program is presented by the Columbus Council on World Affairs and focuses on promoting higher levels of global awareness, comprehension, and advocacy. Coming from a predominately Caucasian high school, the aim of this program is the expand these students’ knowledge of other cultures and become more accepting of the differences that distinguish them from individuals across the globe. It was a 3 year program with a capstone project that must be completed upon the 3rd year.

For my Capstone Project, I chose to spread awareness and alternatives towards the detrimental and horrendous effects of Fast Fashion. My action plan was a two-part process. First, I needed to educate the public on the underlying issues behind their decisions as a consumer. One must understand that their cheap clothing comes at a much higher cost for women and children across the world. I educated the public through creating a social media account on Instagram @thecostofstyle and presenting my project to numerous classes throughout my school. The second part of my action plan was to show alternatives. After I educated my audience on the horrendous truth behind their clothing, I offered alternatives such as thrifting, spreading awareness, donating clothing, etc.

At the end of my 3rd year, the Columbus Council on World Affairs had liked my project to such a great degree that they invited me to come to their International Awards Ceremony to present the work I had been doing during my senior year. I stood in front of numerous successful men and women who each represented large companies such as L Brands, Honda, General Motors, and more, as I presented about Fast Fashion. I would be lying if I said I was not intimidated; however, I was empowered by the knowledge I had gained from my research and my initiative that I knew I had to use my voice for the victims of Fast Fashion that had been stripped of theirs. 

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.

• Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc.
• Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
• Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
• Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
• Service Engagement: Honors & Scholars students commit to service to the community.]