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2026 HGU Scholarship Spotlight: The Pioneer Pantry

One of the most basic needs we have as humans is the need for food. We simply cannot survive without it. For some families, providing this basic need is a very real, very tough struggle. Our top scholarship winner this year recognized that need in his community. Parker Bohr had been volunteering at his local food bank when it suddenly dissolved in June 2025. What Parker did next is nothing short of amazing.

Parker recently graduated from high school in Mooresville, Indiana. He loves to be active outdoors, spend time with his family and friends, and enjoys studying science and engineering. He will be attending Rose-Hulman Institute of Technology in the fall, with plans to major in Mechanical Engineering. 

When the local food pantry dissolved, Parker knew something needed to be done. He began brainstorming ideas, asking questions, and researching the reasons behind food insecurity. Since he had spent some time volunteering in a food pantry, he already had some idea of how a pantry should function. He began by making a website then getting approval from school administrators. His school happened to have an empty classroom with some fridges, freezers, and shelving, as well as a garage-style door that led to a drive through area. This set the stage for the Pioneer Pantry to come to life. 

Parker’s plan was simple: “People would drive up to a designated spot right by the door, we would greet them, they would fill out a Google Form, and we would give them boxes with food according to how many people are in the household. The food pantry would occur at least twice a month, and it would greatly help the community and face the problem of food insecurity head-on.” The dates of the pantry would be advertised to create awareness. There was one other factor to take into account: Parker recognized that many families who experienced food insecurity also struggled with the availability of reliable transportation. Rather than only providing food via the drive through, Parker and his team assembled bags of food to be taken to elementary schools. Students whose families had the need for food would then be able to take the bags home. To collect food, Parker has held food drives at his high school, and a larger food bank has agreed to partner with the Pioneer Pantry to donate food. 

In addition to the pantry serving the community, it has also helped students at the school. Located in the classroom next door to the pantry is a classroom for students with disabilities who are preparing to transition out of high school. With their teacher’s help, these students have the opportunity to help in the pantry. They stock shelves, help box food, and learn other important skills that will serve them as they transition out of high school. 

Parker says that the Pioneer Pantry will be able to continue to serve the community for many years to come. There is another student who will be taking over for him next school year, and the partnership with the food bank will enable the pantry to continue to bless the lives of those in need. 

When asked about the impact he had seen in his community, Parker said that the best part was that, “People that were hungry started to have food in their plates again after the project was in action. People that served realized how food insecurity impacted our community and it was just such a wholesome and wonderful environment in the pantry.” I can only imagine just how cool it was to see the difference it made in the lives of the people he served. Of the impact it had on himself, Parker commented, “It helped me realize just how much I can help others. While working on the food pantry, I realized I felt more fulfilled when I was using the gifts God had given me to provide for His people and help those He loves so dearly.” 

Parker was chosen as our top scholarship recipient this year. This means that in addition to receiving a $10,000 scholarship to go toward his tuition, he will also be receiving a $5,000 grant that will be used by the high school to continue the Pioneer Pantry’s success. 

What an amazing use of talents and resources! Incredible work, Parker. We were truly inspired by your project!

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2026 HGU Scholarship Spotlight: The Recycle & Repurpose Initiative

Issues that concern our planet are issues that impact all of us. It’s easy to sit back and let other people take care of those issues, but many hands make light work, and we all benefit from a healthier planet. One of our scholarship winners really stepped up and tackled a problem that is impacting our planet: proper battery disposal.

Samarah Agrawal recently graduated high school in Virginia. She is a creative thinker who enjoys learning, photography, graphic design, and listening to music. She loves a good brownie sundae (a girl after my own heart!), and enjoys trying new coffee shops with her friends. Samarah will be attending Virginia Tech this fall, with plans to major in Nanomedicine with a minor in Artificial Intelligence. 

Samara’s project starting taking shape when she was just 14. She first thought of the idea for the Repurpose & Recycle Initiative when she read a news story about a garbage truck fire that started because of an improperly disposed of lithium-ion battery. Samarah said, “After that, I started paying attention. I noticed old batteries sitting in kitchen drawers, classrooms, and office cabinets, waiting for someone to decide what to do with them. The more I looked into it, the more I realized the problem wasn’t that people didn’t want to recycle; they just didn’t have an easy way to do it. That was the moment that started my project. I wasn’t interested in telling people they should recycle batteries; I wanted to make it so easy that they actually would, and it’s been amazing to watch one idea create big change in my community.”

As good problem solvers do, Samarah then began asking questions and doing research. She needed to know why people were still throwing batteries in the trash. She soon realized that it wasn’t because they were ignoring the issue, but that they just didn’t know where and how to dispose of their old batteries. There simply weren’t really any convenient disposal options available. Samarah shared, “I moved my focus from raising awareness to creating a system that fit naturally into people’s everyday routines. I built the first collection boxes using my own resources and began reaching out to schools and community organizations to ask if they’d be willing to partner with me. As the project grew, I secured funding through local competitions and community grants, which helped cover the cost of additional collection boxes, educational materials, and expansion to new locations.”

Samarah’s project has been incredibly successful. In addition to creating and placing collection boxes around her community, she has also created a website that provides collection box locations, information on proper battery disposal, and more. She has also created pages on social media to raise awareness and share information, and has created a QR code that she puts on each of the collection boxes. When scanned, the QR code takes users to a Google form where they can give feedback and offer suggestions to improve the project. She has used that feedback to make necessary changes to her boxes and her process. Over the few years she has been running this initiative, Samarah has helped to collect and dispose of over 40,000 batteries! 

Her parents have been a huge support as she has done this project– driving her to drop off boxes, collect batteries, and take them to the proper disposal sites. She has learned that big change can come about by small means, and that good leaders ask questions. Just because she is graduated doesn’t mean the project will stop. She said, “Over the past several months, I’ve been focused on building a future by creating a Battery Recycling Ambassador Team made up of underclassmen who are passionate about service and sustainability. Rather than simply handing the project over, I’ve been developing a transition plan: training students on how to manage collection sites, safely handle and transport batteries, organize outreach events, collect data, and build relationships with community partners. I hope that they’ll not only continue what I’ve started, but also make it even better with their own ideas. I’m also putting together resources they’ll be able to rely on after I leave, including guides, safety procedures, and strategies for maintaining the collection boxes so the project can continue running year after year.” 

What a truly amazing project! Great work, Samarah!

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2026 HGU Scholarship Spotlight: Bilingual Buddies

Inclusion is such a vital part of creating a safe space for everyone. It goes much further than simply noticing someone; inclusion meets people where they are, regardless of race, gender, ability, ethnicity, or difference. One of our scholarship winners took this to heart and saw a great opportunity to make sure everyone felt included at his school. 

Mason Below created the Bilingual Buddies program as a way to help newly immigrated students feel seen and supported. Mason just graduated from high school in Atlanta, Georgia, and will be attending Vanderbilt University as a Chancellor’s Scholar this fall, with the plan to double major in Human & Organizational Development and Latin American Studies. He loves to travel, read, learn new languages, go on long runs, and enjoys playing soccer. His favorite subject is Spanish, and he loves to eat a good plate of sushi– and also enjoys a bag of Doritos as a quick snack. 

When Mason was in middle school, his family moved to Argentina, where he experienced first hand the difficulty of attending school in a place where the language and school traditions were unfamiliar. Upon his return to the states, he noticed many newly immigrated students were experiencing exactly what he had just been through. One night while at a school football game, he noticed many of the newly immigrated students weren’t in attendance. He said, “…These were students I saw every day in the hallways, but they weren’t participating in many of the activities that help students feel connected to our school community. Having attended school in another country and struggled through the experience of learning in a language I didn’t yet speak fluently, I understood how isolating that transition could be. I realized that while schools often provide academic support, there was no system helping students build the social connections and confidence that are equally important to success. That realization eventually became the foundation for Bilingual Buddies.”

Once he had the idea in his mind, he got to work making it a reality. He researched immigration trends in his area and talked with the school counselors, department leaders, school administration, and ESOL teachers to identify what exactly these new students were struggling with the most. Rather than launching a huge project right off the bat, he started small, with a trial run to see if it would be an effective idea. It turned out to be very effective, and continued to grow from there. 

The basis of the project was simple: identify newly immigrated students who needed extra support, then pair them with a student volunteer who spoke their same language. Mason worked closely with school counselors and ESOL teachers to identify students who could serve as buddies, as well as students who had recently moved to the states and needed extra support. Counselors and teachers use a database that helps connect students to a buddy who can help them.

The program has been incredibly successful. Keeping the future in mind, Mason designed and built the program to continue on for years to come. The program already has a student who will take over the program for the next couple of years. He said, “I created volunteer training materials, communication systems, and a database that allows counselors and teachers to quickly connect students with the bilingual volunteers…. Today, Bilingual Buddies includes more than thirty volunteers representing twenty-one languages, creating a broader culture of support and inclusion throughout the school.” 

One of Mason’s favorite success stories from the Bilingual Buddies program was about a student named Omid. Mason shared, “The most rewarding part was seeing students become more confident and engaged.I use this example a lot because it’s one of my favorite stories. One of the first students I worked with was Omid, who had recently arrived from Afghanistan. He was struggling academically and falling behind on assignments when I first met him. Although we didn’t have any volunteers who spoke Dari, his native language, we were able to pair him with a student who spoke Farsi, a closely related language. After being paired with a buddy, everything changed. His attendance improved, he caught up on assignments, and his confidence grew. Stories like his were echoed by feedback from teachers and counselors, who reported improvements in participation, communication, and student engagement.”

Mason said he learned that the best leaders start with listening. He learned to adjust as program needs changed when immigration rates started to decline, and found a way to continue helping the students who needed support. He is grateful for the connections he made and the friendships he gained through this program, and is excited that the program will continue to help students as they integrate into their new surroundings.

Wow! What an incredible project! I can only imagine the incredible impact this program has had, and will continue to have on both the newly immigrated students as well as the buddies they are paired with. Good work, Mason! 

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Thinking Outside the Box

One of my kids’ favorite books is called Not A Box by Antoinette Portis. A small rabbit demonstrates just how many things a simple box can be and proves that it can be anything your imagination allows. “It’s not a box!” has become a favorite saying at our house any time we have an empty box that one of our kids wants to create something with. Kids are so creative and have the best imaginations, and it’s fun to watch what they can come up with. 

You don’t have to have an empty box to get creative, though! Creativity can be sparked with next to nothing. Sometimes all it takes is setting out some paper, scissors, and glue. If you’re feeling adventurous, you might throw in an empty paper towel tube, some string, or even some pipe cleaners/chenille stems. I’ve even handed my kids a paper with just a few different lines on it, and they’ve turned those lines into a masterpiece. Simply put, you really don’t have to go crazy to give kids an opportunity to get creative. It really doesn’t take a lot. 

My kids have all had the same kindergarten teacher, and she has a “creation station” set up in her room. In it are bins of scrap paper, stickers, strings, etc. that are open for students to use. My kids have come home with the coolest creations that they’ve made. If you have space in your classroom, perhaps you might consider setting up your own version of a creation station. It doesn’t need to be fancy, but it would give students a place to create. If space is limited, or you have older students who might not be interested in gluing and taping paper together, consider providing some other kinds of creative outlets– coloring pages, color by number, origami, and so forth. You can also print off the circle and line art pages below and have them available for students to use. Or, if you’re a parent and need something to entertain your kiddos this summer, print off the pages and see what they come up with! You could even give it a try yourself!

Creativity is so important. Our brains were made to imagine, create, and problem solve. If we foster that natural need early on, and continue to do so, just imagine what kinds of amazing outcomes we will see! 

** These worksheets are for classroom or personal use only. Do not resell, re-post, or claim as your own. **

Circle and Line ArtDownload
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2026 HGU Scholarship Spotlight: Roots & Rise

Every spring, Honors Graduation awards a few graduating high school seniors each a $10,000 scholarship to go toward their tuition at their chosen college. In order to be considered for one of the scholarships, applicants must plan, initiate, execute, and oversee a community improvement project. One of my favorite parts of my job here at Honors Graduation is the chance to read through all of the scholarship applications that get submitted. It’s never easy to choose winners! There are truly some amazing young people who are making change in their own communities. 

This year, we chose four deserving seniors who dedicated countless hours to their causes. Each project was inspiring and they each deserve their own spotlight post here on our blog. Over the next few weeks, I’ll be sharing more about each project and the amazing people behind them. 

Our first spotlight post is on Aditi Muduganti, who saw a need for young students to have access to a hands-on learning opportunity where they could see the impact of climate change and environmentally responsible actions. Her project, Roots & Rise: A Youth Pocket Forest, did just that, and will continue to do so as the forest grows and matures.

Aditi just graduated from Onalaska High School in Wisconsin, and will be attending MIT in the fall. She loves chocolate covered strawberries, ballet dancing, and learning about startups. She has a passion for learning, especially about math and physics. She also enjoys researching machine learning and doing astrophysics. In addition to being the driving force behind Roots & Rise, Aditi also received a grant that she used to author and publish a children’s book, Tech Tales: Heroes for a Sustainable Future.

When asked what inspired her to do her project and why she chose to serve the demographic she did, Aditi said, “What inspired me to do my project, Roots and Rise, is that I wanted to implement a hands on learning approach for younger students in my community. I did this though the medium of planting a Miyawaki Forest at a local elementary school because these forests grow incredibly quickly and mature 10x faster than a normal forest. By planting only native plants very densely, this is able to be achieved. This is Wisconsin’s first Miyawaki forest, and I hope other communities implement this planting approach to decrease their grass cover in their communities… I chose to plant this forest at an elementary school because younger students need to understand the effects of climate change, as they will be the leaders tackling these problems. In my rural community, I wanted these students to have a better understanding of the science behind sustainability and climate change because every student deserves knowledge, no matter their background.”

To get started on her project, Aditi reached out to her local Sierra Club to learn who to connect with to obtain the plants she would need to make her dream a reality. She also said that she “…did a lot of research on Miyawaki forests by finding out the optimal soil type, how much of each type of plant we needed, which plants were native to my region, and how to arrange them. I organized a community planting day after advertising around my county. This brought together multiple students and community members on a hot day to plant together! I also installed an educational sign at the forest. I secured funding for this whole project through the La Crosse Youth Climate Action Fund where I got a grant to complete the project over the summer.” 

One of the most rewarding parts of this project has been seeing the impact the forest has already had on young minds. Seeing and hearing the excitement of elementary school students as they interact with the forest has made every bit of the project worth it! The forest will continue to provide educational opportunities for years to come as the forest grows and matures. Aditi plans to come back to visit and tend to the forest whenever she comes back to her hometown. Her hope is that students at the elementary school will learn how to properly weed and care for the forest as it grows. 

Amazing work, Aditi! We wish you the best as you move forward with your college experience!

You can find out more about the Miyawaki Forest Method by clicking here.

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Read & Do: Practice With Following Instructions

One of the life skills that we teach and regularly practice with our students is the ability to follow either written or verbal instructions. Sometimes following instructions exactly is incredibly crucial– like when you’re doing an intricate chemistry experiment or assembling a bed, and other times– like when you’re making a peanut butter sandwich or coloring a picture, precision isn’t quite as necessary. Regardless of precision needed, learning to follow instructions is an important skill for all students to learn. 

To help your students practice this skill, I’ve created a set of four “Read and Do” worksheets. Three of the pages contain a picture and a set of instructions. Students read each instruction and complete the task. One page is a create your own “Read & Do” where students can write their own set of instructions, then trade with a classmate to have them follow the instructions. 

These worksheets give students a fun way to practice following specific instructions, simply for the objective of practicing following instructions. They provide a low-risk opportunity to practice this skill, as precision isn’t crucial. This activity is recommended for grades 1-3, but early readers could also benefit from its use. If you are wanting to have your students practice following verbal instructions, you can simply read them out loud to your class.

These worksheets are free to download, and are for personal or classroom use only. Do not resell, repost, or claim as your own.

Read & DoDownload
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Bringing Real Life to the Classroom

As teachers, we have the honor and privilege of helping our students develop critical thinking skills as well as other skills that will help prepare them for their futures. We can create meaningful and lasting impacts on our students by being intentional about what we teach. The 7 Cs of Education provide teachers with seven important areas to teach to help our students be good thinkers, good students, and good humans. We’ve covered six of the seven so far: Critical Thinking, Creativity, Collaboration, Communication, Computer Literacy, and Cross-Cultural Understanding. The final “C” is kind of a culmination of the previous six, and encompasses a lot of aspects of each previous “C”. The seventh and final “C” of education is Career and Life Skills.

So much of what we do and teach in the classroom can be classified as a career and/or life skill. Thinking critically, learning to collaborate, and learning to effectively communicate are all great skills for students to learn, as they are skills they will use as they become adults and enter the workforce. Becoming computer literate is also an essential skill to have in today’s digital world. While these skills are often easy to naturally integrate into our curriculum as we teach other information, others must be a bit more intentionally taught. Skills like how to write a resume, create a budget, and how to sew on a button typically aren’t seamlessly blended in with group projects or essays. 

Learning life skills can be something new and fun for students. It’s out of the norm, and is a fun change of pace. It’s easy to see real world application of these kinds of skills, which makes them more motivating to learn. Below are some fun ways to incorporate life and career skills into our teaching:

  • Have students fill out a job application.
  • Students can learn and practice the basics of resume writing.
  • Let students design their “ideal” life– house, car, job, etc. Then have them research how much money their job would bring in, and have them calculate if it would be enough to support the lifestyle they want. Be sure they include the cost of utilities, cell phone, groceries, and any other “extras”. This is an eye opening activity, especially for high schoolers. 
  • If you’re a sewing teacher, teach students the basics of sewing on a button, mending a tear, or hemming pants.
  • Have students do mock interviews– ask other teachers and school employees to come conduct the interviews.
  • Let students practice making a phone call to make an appointment. This is something that scares a lot of people, but is a great skill to practice!
  • Ensure students know how to properly address an envelope.
  • Help students plan and make simple meals or snacks.
  • Assign students some questions to ask to another classmate. No texting, no emailing. Just good old face to face communication. You’d be surprised at how difficult this is for some kids who are used to doing all communication through their devices.
  • Help students learn how to place an online order.
  • In science class, teach students what chemicals can and cannot go together– some chemicals are very toxic when mixed.

When students can see real life application for what they are learning, they become so much more invested in their education. It’s important that we help our students become the best learners they can be. To do this, we must expose them to a variety of subjects, skills, ideas, and processes. The 7 Cs of Education provide a great outline of skills to teach to our students– skills that will not only help them succeed in school, but in the “real world” as well.