For my STEP Signature Project, I participated in couples dancing classes. The project allowed me to learn a variety of partner dance styles, practice regularly, and develop both technical skills and confidence on the dance floor.

Through my STEP Signature Project, I realized how important it is to step outside of my comfort zone and be open to learning something completely new. At first, I assumed couples dancing would be intimidating and that I might struggle to keep up. Instead, I found that the experience built my confidence and taught me the value of patience and persistence. I learned to let go of perfectionism and focus more on enjoying the process of learning.

This project also shifted my view of connection and communication. Partner dancing requires trust, attentiveness, and cooperation, and I began to see how those same skills apply to relationships and teamwork in everyday life. I left the experience with not only a new skill but also a deeper appreciation for how shared activities can strengthen bonds and create meaningful memories.

One of the most transformative aspects of my STEP Signature Project was simply showing up to the first class. I walked in feeling nervous and unsure of myself, worried that I wouldn’t be coordinated enough or that the teacher would notice my mistakes. However, the welcoming environment and the encouragement from both the instructor and my partner helped me loosen up. Over time, I realized that I was there to learn, and mistakes were part of the process. This helped me shift from a fear of failure to embracing growth through practice.

Another important part of my experience was the interaction with my dance partner. Learning to dance with different people taught me how essential communication and trust are in working with someone else toward a shared goal. Everyone has their own style, pace, and way of leading or following, which challenged me to adapt and remain open-minded. These interactions taught me patience and flexibility, both of which I’ve been able to apply outside of the dance studio in group projects, friendships, and other collaborative settings.

There were also moments in class when the steps finally clicked, and I could truly enjoy the rhythm of the music and connection with my partner. These breakthroughs gave me a sense of accomplishment and reminded me that persistence pays off. Even though progress sometimes felt slow, the small victories built my confidence. I carried that confidence with me beyond the project, recognizing that stepping into new or uncomfortable situations can often lead to growth and joy if I allow myself to be present and committed.

Finally, the overall activity of couples dancing taught me to appreciate the value of shared experiences. The joy of working with a partner, laughing through mistakes, and celebrating progress together showed me how powerful connection can be in making challenges feel rewarding. This experience changed not only the way I see myself but also the way I see relationships and teamwork in general. I now view them as opportunities for mutual growth and support, rather than sources of pressure or expectation.

This change is significant because it taught me the importance of stepping into new and sometimes uncomfortable experiences with an open mind. As I continue on my academic journey and prepare for my professional career, I know I will face challenges that feel intimidating at first. The confidence I gained through couples dancing reminds me that persistence and a willingness to learn are often the keys to success.

Beyond academics, this growth also connects to my personal and professional goals of building strong relationships and working effectively with others. In my future career, collaboration, trust, and communication will be essential skills. Couples dancing gave me a unique opportunity to strengthen those qualities in a creative setting, and I now feel better prepared to bring them into both my personal life and my future professional role.

To start, the main activities in this project involved researching what I need to improve in order to better simulate real-world scenarios and educate future students. A big part of that was understanding how the agricultural field is evolving and getting more technical. I also wanted to get a clearer picture of where my career fits into that future and how I can stay ahead of the curve.

As I worked through the project, I gained a deeper understanding of my own abilities and the need to stay adaptable. I realized that keeping up with the rapid changes in agriculture requires not only continuous learning but also hands-on experience. The field is shifting towards more technology-driven solutions, and I recognized that I have to be proactive in adopting new tools and methods to stay relevant. This shift is not just about improving my own skills but also about being better equipped to guide future students as they navigate the evolving landscape of agriculture.

Several key experiences during the project really led to this shift in perspective. One of the most impactful was working alongside colleagues who had a different viewpoint on the role of technology in agriculture. I attended several workshops and webinars, where I was introduced to tools and techniques I hadn’t considered before. I also had the chance to shadow professionals in the field, which gave me a firsthand look at how technology is transforming agricultural careers. These experiences challenged my assumptions and broadened my view of what’s possible for the future of the industry. Mentorship also played a big role in this transformation, as conversations with mentors pushed me to embrace new ideas and think beyond traditional methods.

This shift has been valuable because it’s given me more clarity about my future path. Realizing that the agricultural industry is becoming more technical has made me appreciate the importance of staying curious and constantly evolving my skills. Whether it’s incorporating new technology into my teaching or exploring innovative solutions in the field, this project has helped me align my academic and professional goals with the direction the industry is heading. On a personal level, it’s shown me how crucial it is to stay adaptable in a world that’s constantly changing.

1. Brief Description of STEP Signature Project

For my STEP Signature Project, I participated in the Grown-Up Cosplay Camp’s private course option at Sewing Hive in Columbus, Ohio, from July 26th to 28th, 2025. Over the course of three days, I worked under the guidance of my instructor, Julie, to complete two hands-on costume projects, a custom-fitted corset top and a cape. The camp gave me a valuable opportunity to refresh my sewing skills after a five-year break and to rebuild confidence in my hand–eye coordination through detailed, creative work.

2. Change/Transformation in Understanding

Before this camp, I often saw technical skills and creative expression as separate parts of my life. As a Computer Science and Engineering major exploring a pre-dental path, most of my focus has been on logic, analysis, and structured academic work. However, returning to sewing during this project helped me realize how creativity and precision can go together, and how both are essential to the work I hope to do in the future.

This camp shifted my view of what growth looks like. I originally saw it as a fun break from biochemistry, but it became a meaningful personal and professional experience. Relearning how to sew after five years reminded me that development isn’t always about learning something new, it can also mean rediscovering a skill, improving it, and applying it in new contexts. I walked away with a better understanding of how creative practice can build real-world abilities, like patience, spatial reasoning, and manual dexterity.

3. Experiences That Led to Transformation

One of the most impactful parts of the camp was constructing a corset top. Although I had done some sewing in the past, it had been five years since I’d used a machine or worked with a pattern. Drafting the corset, cutting pieces, installing boning channels, top stitching the edges, and assembling curved seams all demanded extreme attention to detail and physical coordination. As I focused on aligning edges and stitching carefully, I realized how these fine motor skills parallel the precision required in dentistry, since working on teeth requires a similarly high level of precision. Rebuilding that muscle memory gave me confidence that I’m capable of developing the hands-on skills I’ll need in a clinical setting.

The second project, a custom cape, gave me more room to explore creative choices and apply design principles. I selected my own fabric and learned new techniques, such as reverse applique and railroading pattern pieces. This piece challenged me to think not only about construction, but also visual impact and character expression. It reminded me how much I enjoy creating something tangible and wearable to bring my ideas to life.

Having a private instructor was also a major advantage, as it was a private class I was able to deviate from the set projects and express my creativity through my own designs. Also, their consistent feedback and individualized guidance helped me improve quickly. Whether I was struggling with strings getting caught or trying to understand a pattern adjustment, my instructor was able to walk me through the process and help me think critically about what I was doing. This one-on-one attention created a space where I felt supported while also being pushed to work independently.

Most importantly, by the end of the three days, I could clearly see my progress, not just in the finished garments, but in the way I approached each task with more confidence and patience. After doubting whether I even remembered how to sew, it was incredibly rewarding to leave camp with two custom pieces I had built myself, and with skills I know will support both my creative and professional goals moving forward.

4. Significance of the Transformation

This transformation is significant because it helped me reconnect with a skill that’s not only meaningful to me personally, but highly relevant to my future career. Sewing requires the same careful coordination, hand control, and precision that dentistry demands. By refreshing and practicing these abilities in a new context, I now feel more confident in my ability to develop the physical skills required for success in that field.

Additionally, this experience reminded me that professional growth doesn’t always have to happen in a lab, lecture, or office. Creative work can be just as valuable, both for developing practical abilities and for helping me better understand how I want to combine my passions. This project helped me bridge the gap between creativity and science, as both are important for my future career.

Included below are a sketch design I made for the custom cloak and an in progress picture of the corset top.

I attended the “Framing The Narrative” cinematography workshop hosted by Maine Media, led by Patrick Cady, ASC. This intensive workshop involved a mix of classroom style learning, with many live demonstrations given and two projects that you create yourself over the course of the week. The overall focus was on how various camera choices shape the tone and story you’re trying to tell as directors and cinematographers.

To say this experience transformed me is an understatement. I don’t think the person who arrived in Maine is the same person writing this reflection. My view of myself, my assumptions, and even my view of filmmaking has changed drastically. Before this project, I had never taken a formal film class. I assumed everyone else attending would be more experienced, more “real” as filmmakers. But once I got there, I realized everyone was on the same playing field. We were all so passionate about what we were doing, and so supportive of each other. I truly couldn’t have asked for a better group of people to learn with and learn from.

What surprised me most though was how at home I felt there. Going into it, I thought it would be somewhat difficult because I was going to drive 15 hours away alone, when I have never even lived on my own yet or traveled solo. I expected I would be really anxious and overwhelmed, but rather, I found myself with such a new and thrilling type of excitement the entire time. Being fully immersed in something I’m so passionate about completely overruled any fears I had. I also discovered a new side of myself. I’ve always seen myself as quiet, but when I was surrounded by people who shared my same love for filmmaking, I opened up so much—looking back at it, I was one of the most outgoing people there. I’ve always loved filmmaking, and it has always been my passion, but I put it off to the side and went for a degree in something else because it’s not “realistic”. Being able to have a taste of that life with this workshop, and realizing just how passionate I am for it, has made me realize that this is what I’m supposed to be pursuing. That when you have something that genuinely gives you purpose and a sense of direction, you shouldn’t push it away. Go and chase it.

One of the biggest factors that led to this transformation was being able to learn directly from someone like Patrick Cady. Filmmaking has always been my passion, but until this workshop, all of my learning had come from reading, watching, talking with others, and a lot of trial and error. Having the chance to learn from someone in the industry was so eye opening. We weren’t just taught how to light a scene or where to put the camera. We were also given insight into how the industry really works, given fantastic tips and tricks that are used on real sets, as well as being encouraged to develop our own voices as filmmakers.

A big moment for me was when I got to be the Director of Photography for one of our group projects. I pitched an idea for an interrogation scene with a nearly 360 degree dolly shot with a dutch angle tilt at the end. It was such a bold and unique idea, and I was a little unsure how we could even pull it off. But, with a lot of teamwork, we were able to make it happen. That entire project showed me that sometimes the “weird” ideas can be the best ones, and that anything is figure-out-able with the right mindset.

With all of the support and amazing people at this workshop, I didn’t feel like a student learning how to make films. I felt like I was already a filmmaker, being given real advice and feedback on what I’m doing right and changes I could make to improve even more. I really believe that being in an environment like that makes all the difference.

This transformation and this project as a whole are so valuable to me because they gave me the confidence I was missing. Before this experience, film always felt like an unrealistic dream I had to push to the side, something that was impractical. Now, after living in that world for even just a week, I know without a doubt that’s what I want to do. I left feeling like a filmmaker, not just feeling like someone who “likes” film.

This has completely changed my academic goals as well as my professional goals. I’m actively trying to build my reel and portfolio, looking for hands on opportunities, and shifting my career plans toward working in the film industry. It gave me the confidence and motivation to take risks, to trust my creative instincts, and to surround myself with people who love making films as much as I do. More than anything though, it reminded me that when you find something that gives you purpose, you’re doing yourself a disservice if you don’t follow it wholeheartedly. And, that sometimes you don’t truly know who you are until you’re in a place where nobody knows you.

For my STEP project, I participated in pottery classes offered by Kiln Room in Columbus, Ohio. During my time spent here, I was instructed on how to throw on the wheel, hand-building techniques, slipping and scoring pieces together, and various aspects about the studio specifically. I learned about different glaze combinations and how each layer or mix of glazes create a unique chemical reaction to produce the effect.

Throughout this experience, I was able to connect deeper to my true authentic self. Being immersed in academics or work for majority of my days can take a toll of me without realizing it. However, participating in these pottery classes created an opportunity for me to connect with my creative self by identifying a hobby I love. The creative endeavor is balanced with precision, patience, and focus, allowing me to realize that good things take time and continuous effort.

My teacher was a great instructor to have for beginning a journey in ceramics. Most notably, she met us where we were with our skills and goals for the sessions. She encouraged me to keep the pieces of art that did not turn out the way I hoped they would. This perspective helped me realize that going into things with an intention rather than expectation makes the outcome more enjoyable and fulfilling.

Towards the end of my classes, my instructor became a friend of mine. She made herself available for help outside of class time and encouraged us to go to the studio on our own. Because of this, I was able to create even more pieces of pottery than what I intended to make.

Altogether, my entire pottery experience resembled more than making art. It became a stress outlet and a place for me to find a community. Going to the pottery studio became one of my favorite activities, and being able to experience the beauty of creating art allowed me to find a different perspective on things, like appreciating the journey to achieving your goals.

This transformation is important for me because it opened up my perspective to life in a unique manner. Pottery taught me to be patient and to find intentions rather than expectations in my everyday life. This perspective shift can be applied anywhere in life- especially in work or school. I believe this shift in perspective allows me to feel more at ease and connected to my most authentic self.

This piece actually was supposed to be a coffee mug with a handle. Instead, it became a mug with indented sides for holding!

Plate that can be used for multiple purposes. Charcuterie board, centerpiece, or area for candles/misc items.

Intended use for a plant pot but currently in use as an incense holder

For my STEP Signature Project, I chose to participate in the Ohio State Community Music School to learn to play the cello. This consisted of weekly 1-hour lessons with a private instructor and an additional 2-3 hrs weekly of at home practice. My main goals for this project were learning to read bass clef and mastering basic cello technique.  

Before starting my project, I viewed my ADHD as a barrier to mastering structured, long-term commitments like learning an instrument. I assumed that my tendency to lose interest and focus or become easily frustrated would prevent me from making progress. However, after a few weeks of lessons and at-home practice, I discovered that music could be both a challenge and a tool for self-regulation. The repetitive nature of scales and exercises felt tedious at first but soon became a meditative practice that helped me channel my energy productively. Over the time of my project, I realized that my neurodivergence didn’t have to be a limitation; instead, it could shape a unique approach to learning, one that embraced adaptability and creative problem-solving.

Through music, especially when playing pieces inspired by Mexican folk or Mariachi, my view of the world and my heritage also shifted. Growing up, I often felt caught between two — never “Mexican enough” nor “American enough”. Playing the cello, I found a way to bridge that gap. This further deepened my appreciation for music and how it preserves heritage and gives a sense of belonging. By the end of my project, I no longer worried about being “Mexican enough” or “American enough”. I learned that through music, I can honor my roots while also creating my own path. 

My relationship with my cello instructor also played a major role in my transformation. Early on, I told her about my struggles and concerns with my ADHD. She was happy to work with me in trying different learning techniques and adapted her teaching style—breaking lessons into segments where we would focus on one thing at a time, using some visual aids, and even tying techniques to metaphors from other experiences I was already familiar with. Her patience and flexibility reframed my understanding of mentorship; it wasn’t about perfection but progress. This personalized support helped me reframe my ADHD not as a limitation but as an opportunity to approach learning differently and still be just as successful. 

Perhaps the most emotional turning point was the day my instructor and I were speaking on why we chose the cello and I shared my Mexican heritage and desire to play traditional Mexican music. I told her about one of my favorite songs called “Un Millón de Primaveras” and how I longed to be able to play the instrumental portion at the beginning of the song because it sounded so beautiful. I showed her the song and could not stop the smile as she said “you’re making really great progress, you can probably play it”, then proceeded to break down the notes and help me learn the first part of the song. As I played those first notes, memories flooded back: my abuelita humming it while cooking, my father singing it to me as a child, my prima and putting it on full volume and singing our hearts out during car rides. In that moment, it felt like so much more than just music.

Through these experiences I was able to redefine my capabilities, shift my perspective, and deepen my sense of self. Each struggle became a lesson in perseverance. And every small victory, like the first time I heard the first two notes of “Un Millón de Primaveras” coming out of my cello, reminded me that perfection is not the goal and growth is as much about the people and stories behind the process as it is about the outcome.

Learning the cello required a level of discipline and patience I didn’t think I was capable of, proving that my ADHD isn’t a limitation but a different way of engaging with the world. Throughout my project, I was able to learn various new coping strategies that I am looking forward to applying to my academic work. It also helped me embrace my cultural identity. For years, I felt caught in between two different worlds I had to choose between. But through music I was able to bridge that gap and learned that I didn’t have to choose. 

Most importantly, my project taught me that perfection isn’t always the end goal and progress isn’t linear. Some days I felt really confident and other days, I struggled to keep practicing due to my frustration, but this mirrored life itself – easy sometimes, hard at most, and you have to learn to work through those barriers. I hope to apply these transformations in all aspects of my life, but mostly in the way I view myself and my own personal journey. 

This is a picture of one of my favorite pieces that I learned with some notes I scribbled in for myself. In the end, I was able to memorize the whole song! 

In my STEP Signature Project, I took three sequential botanical drawing courses (Botanical Drawing I, II, and III) with the New York Botanical Garden. These courses were held once a week over Zoom for three hours each. Weekly homework and projects were assigned, feedback was given and instruction on techniques and methods was provided during the weekly Zoom meeting, and the final project for each course was graded and critiqued.

These courses renewed a passion for traditional art that I had not had the chance to work with for many years. It also showed where botanical drawing is distinct from other forms of illustration and provided a structure to the drawing process that I did not distinguish before. Rather than simply drawing what you see as I have done before, it is important to take measurements, inspect details closely, and provide close-ups of plant characteristics in botanical drawings. I now view botanical drawings as tools to provide information for scientific purposes. This requires the drawings to be as accurate to the plant as possible.

One of the ways the classes transformed my view of botanical drawing was by providing many techniques and distinct steps and structures for the botanical drawing process. The first course discussed how to set up a one-inch grid on a piece of plexiglass in front of the subject to draw it to scale. We were introduced to several methods to transfer sketches from tracing paper to the final sheet of drawing paper. We also learned the box technique and were required to avoid drawing with curved lines and instead draw with increasingly detailed overlapping straight lines over several iterations of tracing paper until we were prepared to transfer to the final paper. This technique allowed for a greater understanding of the form of the plant section and prevented us from moving on to small details too quickly. The first course also had a significant focus on line weight and how heavier line weight can be used to place the object closer to the viewer while lighter line weight pushes the object further away. This course did not permit us to shade the plant and instead to focus on conveying the form and details first.

The second course introduced the shading process and how to convey color in grayscale. We were instructed on how to use a value scale to convert the color of the plant to a shade of gray. We were also introduced to labeling conventions for botanical drawing plates. Scales are a requirement even for 1:1 sketches as botanical drawings are printed in books and textbooks that change the size of the image. We also discussed composition and how to make it varied and visually interesting while still logical.

The third course took what was learned in the first two courses regarding leaves and branches and applied it to flowers. Flowers are often very detailed when compared to other plant material, so each project covered a different kind of flower. Different details to include were recommended for each project and each subject. We were also provided with more detailed methods to create drawings of zoomed in details that would otherwise be difficult to see. This class focused more closely on composition than the second course did as it had a more significant impact when zoomed-in or zoomed-out views of details were included. Text was discussed in great detail, including recommended typefaces, proper scientific labelling, and good placement within the composition.

This transformation is valuable to my life because it has connected my interest in plants to my interest in traditional art that I had not been able to spend much time on recently. The structure to the drawing process these courses have provided has given me achievable steps to make starting an art project manageable. I am now able to recognize more unique details in the plants that I look at, and I can translate those details into accurate drawings with proper techniques. Identifying distinct plants based on characteristics is beneficial for fieldwork that aligns with my future career goals.

For my STEP Signature Project, I learned how to play violin. Prior to this, I had music experience but never in a string instrument. In this project I learned the basic notes on violin and the technique behind playing, in addition to learning some tunes. 

I gained a greater understanding of music theory, classical music, and a string instrument through this. Becoming accustomed to this instrument increased my ability to be able to hear proper tone, self-tune an instrument, and understand the role of string instruments in a concert setting. Prior to this experience my understanding of instruments and classical music was based on my marching band experience. This experience transformed how I view a musician’s role in the music and the intention behind a piece. When listening to music I am able to pick out individual parts and identify the instrument. I can also understand how the articulation of a piece translates into the intended atmosphere. Articulation can cause a piece to sound more like a dance, slow and sad, or choppy and energetic. Additionally, the violin has a unique part in a piece, where it often comes through on the melody. Through my lessons I learned to capture this part and how to properly play this instrument. 

One of the main relationships that lead to these transformations was the work of my violin teacher. He is currently on the path to learning to compose music and so he was a great asset for learning music theory and the violin. My teacher made sure to start me on pieces that I could handle and would only move on when I could play a piece well. This kept me accountable and on top of my practice. He also used this as a way to improve my technique and form on the violin.

After successfully playing my first piece I realized how double violin could become. The learning curve to proper technique and recognizing the positions for each note is steep but looking back can give the motivation to keep going. And so, finishing my first piece I was able to reflect on all of the things I had started to perfect to make it to that point. This event paved the way for me to learn new pieces and I am now able to play pieces that extend to the whole page (though still an easier level). 

Practicing was one of the biggest activities that transformed my experience. Making progress on my own gave me time to reflect whenever it was necessary. I also got to go over pieces as many times as I wanted to which increased my discipline. Overtime, practicing helped me get better at fixing my mistakes with less effort and tune my ear to understand when I was off. 

 This is valuable for my life because I have learned two important lessons that can be applied in all areas of my life. One of these being the power of music. Listening to music of any kind, it is easy to get lost in the lyrics or the chorus but to hear the key signature of a piece or be able to pull apart the layers of the music opens up a whole new perspective. This has increased my appreciation of music and allows me to compare pieces easier. Having an ear for music also makes it easier to replicate it on an instrument which I have started to do on my violin. 

Another valuable lesson I learned was the importance of practice and persistence. To learn a new instrument, it is critical that you repeatedly play the instrument and develop a muscle memory of it. But it can become repetitive and boring after a while if you don’t find ways to keep it enjoyable and interesting. This experience taught me new ways to be persistent and keep up with my goals even on the days that it’s hard.

1. For my STEP trip, I traveled to Seattle, Washington, and Victoria, Canada, as well as various locations within Olympic National Park with other Ohio State students and two advisors. Every stop offered unique landscapes and landmarks that we photographed and edited.
2. Before going on this trip, I did not know much about photography. I have always enjoyed taking pictures and wished to make it a more serious hobby, but I have never had the opportunity to learn and immerse myself in the world of photography. This trip allowed me to learn so much, and I feel so much more confident in my abilities. My eye for picture taking has completely changed for the better, and I have found myself capturing things I would have never paid any mind to since getting back.
3. I think the things that helped me the most throughout this trip were my advisors and group members. Everyone was always so kind and willing to help out wherever they could. For the most part, the majority of our group was not super well-versed in photography, so we all grew together. I made mistakes feel less upsetting, but it also made accomplishments even more exciting because everyone was there to lift each other up. Our advisors, Pat and Tony, were extremely knowledgeable about the subject, and they always made sure we were comfortable with our equipment and had everything we needed to take good photos. They gave great feedback that really helped me improve my photos throughout the week. I also really appreciated how comfortable they made us feel throughout the trip. This was my first time being out of the country and so far away from home, so I was a bit nervous. I was worried that this would impact my ability to learn and live in the moment, but I never felt uncomfortable or out of place at any point on my trip. Lastly, I found that trial and error helped me a lot. The first few days were a little rough for me because I was struggling with the camera settings and trying to find unique ways to capture the locations. However, the more I struggled, the more I learned, and I could feel how much my confidence had grown by the end of the week.
4. This change is valuable to my life because it opened the door for a new hobby that has allowed me to express myself creatively. As a criminology major, I will often be dealing with very heavy situations, and I know that this will take a toll on my mental health. The number one piece of advice that I have been given from professionals within the field is to find an outlet that allows me to step away from work and put my mind at peace. I believe that photography could be this outlet for me, and I would not have discovered my love for the art form without my STEP project.