This week, I had the opportunity to interview for a social media manager partnership role with Mana Up Hawaii, a business accelerator that supports local Hawaiian entrepreneurs by helping them scale globally while staying rooted in community and culture. I found this opportunity through a classmate who is active on LinkedIn and connected with URSA, which ties back to the LinkedIn networking I began through this program. It was exciting to see how building my online presence and taking small networking steps could lead to real-world opportunities. This experience reminded me how valuable peer connections and intentional outreach can be in opening doors.

This week, I had the exciting opportunity to participate in the job shadow program, where I conducted an informational interview with the CEO of Better.nrg—a company focused on growing businesses and empowering communities. During our conversation, we connected over my TikTok content and discussed strategies for growing digital presence effectively. It was inspiring to hear how content can be used not just to build a personal brand, but also to create impact. I’ve also been diving into the resources shared with me last time and am hoping to line up another informational interview soon. Each conversation gives me a clearer sense of how I want to shape my future in business and media.

This week, I finalized my budgeting lesson curriculum for middle schoolers by refining the slides, adding a clear lesson description and measurable learning outcomes. The activities are designed to be engaging and age-appropriate, with students exploring budgeting through drawing, group discussions, a fashion game, and SMART goal setting. I shared the presentation with my roommate, who thought the visuals were neat and the flow was clear. They did suggest simplifying a few word choices to better match a middle school reading level, which I was able to adjust.

This week, I focused on creating my poster for the upcoming poster symposium, summarizing my project on how to teach budgeting to middle schoolers in an engaging and understandable way. In the Introduction, I explained the purpose of my project and how weekly meetings with my mentor, Victor Villegas, and expert interviews helped shape it. For the Methods, I described how I developed a hypothetical lesson plan based on advice from a financial advisor and an education researcher. Since I haven’t implemented the lesson yet, the Results section outlines expected outcomes and how I plan to assess student learning. The Conclusion highlights how this project supports early financial literacy and prepares for future classroom testing. Finally, the References section acknowledges expert contributions and educational resources that guided my work.

This week, I created a 1-hour budgeting teaching lesson plan for my middle school class, aiming to make money management feel real and relevant. The lesson kicked off with a quick 5-minute icebreaker where students wrote or drew what budgeting meant to them, followed by a 5-minute small group share to spark conversation. We spent about 5 minutes going over a simple budgeting definition, then jumped into a 7-minute needs vs. wants discussion with a short class activity. The highlight was a 12-minute game where students used a $50 pretend budget to create the most fashionable character from a list of clothing items. Afterward, they reflected for about 5 minutes on why they made those choices, and we ended with a 7-minute mini-lesson on SMART financial goals. I also included a short take-home interview assignment to connect classroom learning with real family experiences, acknowledging how culture can shape money decisions. I shared the plan with a friend for feedback, and they appreciated how it balanced structure, creativity, and real-world application—all packed into a fun and focused 45–60 minute class. This breakdown is important if this lesson were to be taught by someone else that is not included in this project.

This week, I finalized my presentation by adding thoughtful details to the in-class activities, including the SMART goals lesson and a meaningful take-home interview activity with parents. The take-home component is especially important because it helps students connect classroom budgeting concepts to real-world experiences within their own families. I made sure to emphasize that families come from diverse cultural backgrounds, and culture often plays a significant role in how financial decisions are made. By encouraging students to engage in conversations at home, the activity not only reinforces budgeting skills but also opens up space for understanding different values and traditions around money.

This week, I continued working on the Google Slides presentation focused on introducing middle schoolers to the basics of budgeting. The slides cover essential topics like understanding income and expenses, distinguishing between needs and wants, and the purpose of setting a budget. To help make the lesson more personal and engaging, I included a warm-up question: “What does budgeting mean to you?” This question encourages students to reflect on their own experiences and opens up a conversation that helps me better understand their perspectives and financial awareness.

To make the lesson more interactive, I designed a game where students get to dress up a character while staying within a budget. This fun activity challenges them to think critically about spending choices and practice prioritizing needs over wants. I also added a section on setting a SMART goal, guiding students to set realistic and achievable financial objectives. To extend the learning beyond the classroom, the lesson concludes with a take-home activity that encourages students to talk to their parents about budgeting, helping to reinforce these important concepts through real-life connections.

I had the opportunity to meet with Dr. Sanchez, a structural engineer and engineering education researcher at Oregon State University, to discuss teaching middle schoolers financial literacy. We explored strategies to measure financial understanding, emphasizing the importance of pre-and post-assessments to track progress. One idea we discussed was using group projects where students are given a budget to buy materials to build something practical, like a structure to hold a bottle. This hands-on activity not only teaches students about budgeting and resource management but also helps measure their engagement and awareness of financial concepts.

Dr. Sanchez also highlighted the importance of starting financial literacy education early, especially with the Oregon Department of Education pushing for it in high school. By introducing these skills in middle school, students can better understand budgeting, credit, and managing money as they grow older. Activities like budgeting for a project help students apply these skills in real life, while also preparing them for future financial decisions, like jobs or managing credit. Ultimately, we agreed that the goal is to make financial literacy engaging and measurable, setting students up for success as they approach high school and beyond.

In addition to meeting with Dr. Sanchez, I also continued working on my lesson plan. I planned out what activities and sub-topics I want to teach In google slides.

During my meeting with Caleb Hall from the CAFE at Oregon State University, we discussed some essential budgeting concepts that I can teach to middle school students. One of the key points we explored was the idea of balancing spending now with saving for the future. By teaching students that spending too much today could limit their financial freedom tomorrow, I can help them understand the importance of financial planning early on. I’ll integrate this concept into my lesson plan by introducing the idea of “needs versus wants.” This will encourage students to prioritize their spending and reflect on their purchasing decisions, helping them build healthier financial habits from a young age.

We also talked about how setting and achieving goals, especially through small, consistent habits, plays a significant role in financial success. Teaching students about SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals will help them develop a structured approach to saving and budgeting. Additionally, we discussed the importance of impulse control, a challenge many adults face, particularly when dealing with credit cards and debt. I plan to incorporate lessons on the dangers of overspending, how to avoid falling into debt, and how credit works. By building awareness of these issues early on, I hope to equip students with the knowledge they need to make informed financial decisions. As I continue to develop my Google Slides lesson plan, I’m excited to bring these practical and impactful concepts to life for middle schoolers, teaching them not only how to manage money but also how to create lasting, positive financial habits.

This week, I met with Mr. Buchko on Zoom, where we discussed his work as a financial consultant advisor. He explained how essential it is to understand each client’s financial background by gathering information about their numbers, circumstances, and goals. Mr. Buchko emphasized building a story from this information to better understand where clients stand financially. This approach involves knowing people and their individual needs, as well as interacting with them to gauge their financial mindset.

As I plan to teach middle school students about financial literacy, I can apply what I learned from Mr. Buchko’s approach. Starting with an icebreaker, such as asking students simple yet insightful questions like, “What does money mean to you?” and “What do you think budgeting is?” It will help create a comfortable environment where they feel safe sharing their thoughts. I’ll also incorporate interactive activities like group discussions where peers can learn from one another. For homework, I could ask students to find information or talk with their parents about budgeting, reinforcing lessons at home. Using rewards like prizes, snacks, or games could make learning more engaging, while reflecting on past experiences with middle schoolers will help refine what works best in a classroom setting. Finally, I’ll ensure that I have a strong understanding of financial concepts to teach them effectively and build confidence in my students.

On the side of the Zoom meeting with Mr. Buchko, I met with my mentor, created more connections on LinkedIn, and did additional research before my meetings.