At age 15, after not having had a formal education in almost six years, Mading entered a school building. Now, finally meeting with the principal, she wanted to convince him to allow her to enroll.
Mading was given an academic test and did exceptionally well on the writing portion. In addition to the testing, they asked if she could supply any writing samples. She pulled out a book of poetry she had been working on—the only example she had of her writing. Mading said starting at age 9, she taught herself to write poetry using books she was given by someone who had provided her temporary housing.
School administration also asked a few questions to better understand who Mading was, including whether she had support from parents or family members.
“I’m just here by myself and I really want to get into your school,” Mading replied.
They obliged. She was accepted and the school had scholarships available to cover the cost of Mading’s tuition.
Weber continued to advocate for Mading even after admitting her. In the process, he introduced her to one of the counselors at the school, Elena (Caruso-Myers) Troy ’10.
Discovering Lehigh
Troy spent three years working at Hillcrest International School in Nairobi, Kenya. During the second year, Hillcrest merged with and absorbed GEMS International School, allowing Troy and Mading to meet.
Mading didn’t know at the time that Troy would help shape her future. Not only by becoming like family, but also by introducing her to Lehigh.
When Mading first started at GEMS, she admitted she never thought about higher education. Her focus was on earning her high school diploma and being the best student among her classmates.
“At GEMS they had these awards—who did best in what, for all levels,” Mading said. “And I wanted those. I was very competitive about that.”
In a British curriculum, students focus on a few career topics they’re interested in and then complete an intensive, deep-dive into those subjects. This prepares them to specialize in their career choice during their final two years of school—what they refer to as A levels, which is comparable to 11th and 12th grades in the United States. Unlike American universities, British universities expect students to decide on a career path upon applying, according to Troy. Students at GEMS were encouraged to apply to higher education institutions in the UK through a school counselor.
As a counselor, Troy handled applications for institutions in the United States and Canada, and worked with students who expressed interest in schools in those locations. Since Mading was interested in universities there, Troy assisted her and mentioned Lehigh as a school she should consider.
“When Athiel was looking in the U.S., I knew how good the engineering program at Lehigh would be and that was her main focus,” Troy said. “I had a really positive experience at Lehigh, so I felt it was going to be a good, supportive community for her. I also knew that there was the potential of full scholarships, which was necessary for her to be able to go.”
As soon as Mading saw a photo of Lehigh, it landed among the list of her favorites.
“Oh my God, this looks like a castle,” Mading recalls herself thinking. “I want to go here.”
But what really sold her were the educational opportunities.
“I discovered that I could do business and engineering, which I did not know that I could do,” Mading said. “With the UK universities, you do what you've done in A levels. I took physics, math and art, so I was probably expected to do engineering or architecture, but I didn't want that.”
She said when she saw Lehigh’s Integrated Business and Engineering (IBE) program , she knew the university would be a perfect fit. She enjoyed engineering from the exposure she received in the career-focused British curriculum at GEMS, but didn’t want it to be her sole focus.
Troy said she was thrilled with Mading’s choice, and not just because it was her alma mater.
“Versus going to California where there was nobody that either Athiel or I knew that could be a support system for breaks and holidays, at Lehigh, a couple hours in any direction, there are people that she's been able to spend time with.”
While Mading thrived at Lehigh, her entire college experience did not pass by smoothly. She confessed her second year was rough, even leading her to take off a semester to help reset. She said the grind of her schedule led her to ignore other aspects of her life, including her mental health.
The Office of Student Affairs—a resource Mading didn’t know she had at first—was helpful as she navigated the necessary paperwork, according to Mading, as was Lehigh’s Counseling & Psychological Services.
She also credited her support system, which included the cross country team. She walked on as first-year and participated all four years. She even joined President Joseph J. Helble ’82 on his early-morning Pace the Prez runs. Mading said her professors also helped her adjust not only to college life, but life in the United States as well.
As she earns her final remaining credits, Mading has been eyeing opportunities related to engineering, consulting and research engineering. She said she’s hoping to apply her skills to real-world challenges and contribute to meaningful projects.
“My passion for creating positive impact was ignited during my time in a Global Social Impact fellowship, where I saw firsthand how thoughtful solutions can transform communities,” Mading said.
With her job search underway, Mading is getting ready to knock on another door she hopes will open with as many opportunities as the one at GEMS International School provided.
