PRAIRIE VIEW, Texas – Math always made sense to Hannah Shelby. She found comfort in its consistency: the way formulas stayed the same and a correct solution always revealed itself in the end. So when it came time to choose a college, she approached the decision with that same logic: family support + HBCU roots = a great college experience. Originally from New Mexico and having spent the last decade in Houston, she found her way to Prairie View A&M University as a transfer student to pursue a degree in mathematics and get involved in Women in STEM on campus.
What she didn’t anticipate was how much the experiences beyond the equation would shape her—teaching her persistence, pushing her to take risks, and ultimately helping her discover her passions.
As she looks ahead to life after graduation—whether it’s preparing to teach high school math this fall through an alternative certification program, or one day writing her own curriculum and opening a school—PVAMU has given her more than a degree. It’s given her a formula for productivity, community, consistency, and preparedness.
“I knew I only wanted to attend an HBCU, and PVAMU was the only option for me,” Hannah said. “I had interacted with alumni prior to attending, and the way they all talked about their experience on campus made me want to experience it. Every college experience is what you make it. For me, PVAMU offered connections I don’t think I would have had at another university.”
A Community That Counted
Inside the math department, Hannah found her footing early. The environment was close-knit, the expectations high, and the support constant. Professors kept their doors open; classrooms turned into conversations. Over time, those spaces became the center of her college experience.
“The math department has truly been the highlight of my time at PVAMU,” she said. “It has offered me so much guidance, experience, and opportunity that it has helped me achieve my goals.” But the real growth happened in the spaces where challenges fostered community.
As a member of Women in STEM for three years, Hannah built a community that extended beyond academics—a circle of young Black women navigating the same pressures, ambitions, and questions about what comes next. The organization, she said, “encouraged me to keep pushing,” offering both motivation and inspiration.
“I have made friends and received support in ways I didn’t know I needed,” Hannah said. “The opportunities and conversations I’ve had through this organization will be valued forever.”
Balancing the Variables
Still, the reality of college—with its deadlines, expectations, and financial pressures—was never far from her mind.
To stay in school, Hannah worked multiple jobs, squeezing shifts between classes, meetings, and study time. Knowing the experience was temporary helped her stay grounded and keep moving forward.
“Going through this has taught me that I can do challenging things, and though at first it may seem impossible, just take it day by day,” Hannah said. “Before I realized it, I was doing just fine.”
Learning to balance it all eventually led her to tutoring in PVAMU’s Math Lab—an opportunity that felt intimidating at first. But what started as uncertainty quickly turned into confidence, as she realized she wasn’t just good at learning math—she could teach it, too.
“During the fall 2025 semester, one freshman regularly attended tutoring sessions. She’s a first-generation college student, so aside from tutoring, she would ask questions about college,” Hannah said. “From financial aid, registering for class, and just the college experience, I tried my best to guide her and give advice and information as I could. Talking and helping her throughout the semester truly made me feel like I made a difference. There were many times when she expressed her gratitude for the advice I gave. As a first-generation student, she had to figure all this out on her own, and I just wanted to try and help her do that.”
She worked with students across a range of courses, from College Algebra to Differential Equations, learning how to adjust her approach for each person who sat across from her.
“Everyone learns differently,” she said.
Where Purpose Took Shape
In those one-on-one sessions—often drifting into conversations beyond equations—something shifted. Hannah wasn’t just reinforcing concepts; she was building trust, helping students see themselves as capable in a subject that often intimidates.
It was there, between whiteboards and quiet breakthroughs, that her path began to take shape. Working with younger students only sharpened that clarity. She started noticing patterns—gaps in understanding, frustration that built over time, and a quiet acceptance from students who had already decided math “wasn’t for them.”
“I started to realize there was a gap in math education,” she said.
This time, she didn’t just sit with the observation. Instead, she made a decision: to step into the classroom herself.
“I am excited to share my love of math and help students improve their math skills,” Hannah said. “Each time a student came back to the Math Lab after receiving help and told me how well they did on their exams, or how much more they understood a topic, I realized that this was something I enjoyed, and that changing students’ views towards math, a little at a time, was something I wanted to continue doing.”
Now completing the Alternative Teaching Certification program, Hannah hopes to begin teaching high school math this fall. At the same time, she’s already been building her teaching skills through coaching middle school cheer—another unexpected but meaningful part of her journey.
“Coaching middle school cheer has been an experience I never knew I needed,” she said. “I approach coaching like mentoring; I want to teach them to have ambition, have goals, and do hard things. Many of the girls are cheering for the first time, seeing their confidence and personalities grow, and being a part of that growth is truly inspirational. Working with the girls has taught me not to be so hard on myself, to show grace, and to enjoy every moment. I have learned patience and decision-making skills. Working with kids requires a special kind of patience that I am glad I developed before working in a full classroom setting.”
Carrying the Formula Forward
Despite everything Hannah balanced outside of school, she continued to push herself academically, putting in the work and showing up, even on the hardest days.
She plans to carry that same determination into her future, with goals of earning a master’s and doctorate, developing curriculum, opening a school, and running her own business.
To other students who might see themselves in her story, her message is simple: don’t give up – just keep showing up.
“There have been many late nights and doubtful moments, but each and every time I kept showing up, and my hard work paid off,” Hannah said. “Your college experience is what you make it, seek out the spaces you desire, and if there aren’t any, create them.”
Click here to view more of this semester’s notable graduates.
By Meredith Mohr
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