Moinak Choudhury (moinak.choudhury@gatech.edu)

Claudia Canovas is a student in my Fall 2024 ENGL 1102 course, “Global Texts and the Environment,” at the Georgia Institute of Technology. This class helps students develop research methodologies, critical thinking habits, and multimodal communication skills. Claudia has been receiving one of the highest grades in the class. However, beyond grades, Claudia’s contributions have been much more impactful and transparent in how she demonstrates 1) individual skills, such as critical and analytical thinking, and 2) empathetic leadership, that is, leading with a willingness to listen to her peers patiently. For instance, when her team struggled to progress on their group research project, Claudia went above and beyond to ensure it was completed on time. In class, she presented evidence-backed arguments across multimodal platforms, showing her audience awareness and strategic use of communication. She not only encourages others to share and develop their ideas, significantly enhancing the final product's quality, but also does so with a sense of empathy and understanding. These instances showcase Claudia's ability to merge her scientific and analytical mindset with leadership and communication principles, and her empathetic nature and support for her peers, which will undoubtedly inspire and support others in the engineering community. Through projects in my class, Claudia improved her multimodal communication skills, specifically writing, video editing, PowerPoint creation, public speaking, teamwork dynamics, and collaborative problem-solving. This class has also helped her become a better researcher and make evidence-backed arguments about any topic, from biotechnological research to rhetorical analysis. Although she is studying to become an engineer, she understands that these communication and collaboration skills are essential in any industry. Through this class and her years of schooling and extracurriculars, she can express her ideas and projects clearly and engagingly across multiple formats to different audiences. Furthermore, Claudia’s dedication, willingness to receive constructive criticism, and work ethic ensured a clear development arc between initial ideas and final drafts. This proves her ability to self-evaluate her work, while her willingness to learn on the job sets her apart. Thus, while Claudia began my course with research and communication fundamentals, she has also shown significant improvement. With these core skills and abilities—critical, analytical, and communication skills—Claudia can become a key part of the GEF organization’s engineering societies and associate member organizations. The support of the Georgia Engineering Foundation (GEF) Scholarship will be instrumental in realizing this potential impact. At the same time, Claudia’s capacity for excellence could be disrupted by two obstacles: 1) The absence of an academic and professional support system and 2) Financial concerns and obligations. The Georgia Engineering Foundation (GEF) Scholarship will allow her to focus on her work, while the mentorship will provide Claudia with the tools and guidance to grow professionally and personally. More importantly, your guidance will build Claudia’s confidence, allow her to empathize with and lead future students facing similar challenges in pursuing academic excellence, and contribute to the GEF’s mission of improving engineering education in Georgia. Moinak Choudhury Assistant Director, Writing and Communication Program, Marion L. Brittain Postdoctoral Fellow, Georgia Institute of Technology

Moinak Choudhury (moinak.choudhury@gatech.edu)

Claudia Canovas is a student in my Fall 2024 ENGL 1102 course, “Global Texts and the Environment,” at the Georgia Institute of Technology. This class helps students develop research methodologies, critical thinking habits, and multimodal communication skills. Claudia has been receiving one of the highest grades in the class. However, beyond grades, Claudia’s contributions have been much more impactful and transparent in how she demonstrates 1) individual skills, such as critical and analytical thinking, and 2) empathetic leadership, that is, leading with a willingness to listen to her peers patiently. For instance, when her team struggled to progress on their group research project, Claudia went above and beyond to ensure it was completed on time. In class, she presented evidence-backed arguments across multimodal platforms, showing her audience awareness and strategic use of communication. She not only encourages others to share and develop their ideas, significantly enhancing the final product's quality, but also does so with a sense of empathy and understanding. These instances showcase Claudia's ability to merge her scientific and analytical mindset with leadership and communication principles, and her empathetic nature and support for her peers, which will undoubtedly inspire and support others in the engineering community. Through projects in my class, Claudia improved her multimodal communication skills, specifically writing, video editing, PowerPoint creation, public speaking, teamwork dynamics, and collaborative problem-solving. This class has also helped her become a better researcher and make evidence-backed arguments about any topic, from biotechnological research to rhetorical analysis. Although she is studying to become an engineer, she understands that these communication and collaboration skills are essential in any industry. Through this class and her years of schooling and extracurriculars, she can express her ideas and projects clearly and engagingly across multiple formats to different audiences. Furthermore, Claudia’s dedication, willingness to receive constructive criticism, and work ethic ensured a clear development arc between initial ideas and final drafts. This proves her ability to self-evaluate her work, while her willingness to learn on the job sets her apart. Thus, while Claudia began my course with research and communication fundamentals, she has also shown significant improvement. With these core skills and abilities—critical, analytical, and communication skills—Claudia can become a key part of the GEF organization’s engineering societies and associate member organizations. The support of the Georgia Engineering Foundation (GEF) Scholarship will be instrumental in realizing this potential impact. At the same time, Claudia’s capacity for excellence could be disrupted by two obstacles: 1) The absence of an academic and professional support system and 2) Financial concerns and obligations. The Georgia Engineering Foundation (GEF) Scholarship will allow her to focus on her work, while the mentorship will provide Claudia with the tools and guidance to grow professionally and personally. More importantly, your guidance will build Claudia’s confidence, allow her to empathize with and lead future students facing similar challenges in pursuing academic excellence, and contribute to the GEF’s mission of improving engineering education in Georgia. Moinak Choudhury Assistant Director, Writing and Communication Program, Marion L. Brittain Postdoctoral Fellow, Georgia Institute of Technology

Moinak Choudhury recommends

Moinak Choudhury (moinak.choudhury@gatech.edu)

Claudia Canovas is a student in my Fall 2024 ENGL 1102 course, “Global Texts and the Environment,” at the Georgia Institute of Technology. This class helps students develop research methodologies, critical thinking habits, and multimodal communication skills. Claudia has been receiving one of the highest grades in the class. However, beyond grades, Claudia’s contributions have been much more impactful and transparent in how she demonstrates 1) individual skills, such as critical and analytical thinking, and 2) empathetic leadership, that is, leading with a willingness to listen to her peers patiently. For instance, when her team struggled to progress on their group research project, Claudia went above and beyond to ensure it was completed on time. In class, she presented evidence-backed arguments across multimodal platforms, showing her audience awareness and strategic use of communication. She not only encourages others to share and develop their ideas, significantly enhancing the final product's quality, but also does so with a sense of empathy and understanding. These instances showcase Claudia's ability to merge her scientific and analytical mindset with leadership and communication principles, and her empathetic nature and support for her peers, which will undoubtedly inspire and support others in the engineering community. Through projects in my class, Claudia improved her multimodal communication skills, specifically writing, video editing, PowerPoint creation, public speaking, teamwork dynamics, and collaborative problem-solving. This class has also helped her become a better researcher and make evidence-backed arguments about any topic, from biotechnological research to rhetorical analysis. Although she is studying to become an engineer, she understands that these communication and collaboration skills are essential in any industry. Through this class and her years of schooling and extracurriculars, she can express her ideas and projects clearly and engagingly across multiple formats to different audiences. Furthermore, Claudia’s dedication, willingness to receive constructive criticism, and work ethic ensured a clear development arc between initial ideas and final drafts. This proves her ability to self-evaluate her work, while her willingness to learn on the job sets her apart. Thus, while Claudia began my course with research and communication fundamentals, she has also shown significant improvement. With these core skills and abilities—critical, analytical, and communication skills—Claudia can become a key part of the GEF organization’s engineering societies and associate member organizations. The support of the Georgia Engineering Foundation (GEF) Scholarship will be instrumental in realizing this potential impact. At the same time, Claudia’s capacity for excellence could be disrupted by two obstacles: 1) The absence of an academic and professional support system and 2) Financial concerns and obligations. The Georgia Engineering Foundation (GEF) Scholarship will allow her to focus on her work, while the mentorship will provide Claudia with the tools and guidance to grow professionally and personally. More importantly, your guidance will build Claudia’s confidence, allow her to empathize with and lead future students facing similar challenges in pursuing academic excellence, and contribute to the GEF’s mission of improving engineering education in Georgia. Moinak Choudhury Assistant Director, Writing and Communication Program, Marion L. Brittain Postdoctoral Fellow, Georgia Institute of Technology

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