04/23/2026
04/20/2026
Project LEAD is a Campus Life & Student Learning program supported by the Associated Students of Modesto Junior College (ASMJC). It is a dynamic leadership development experience designed to help students grow into confident, compassionate, and capable leaders. More than just a program, Project LEAD supports students in discovering their strengths, building leadership skills, and making a meaningful impact on campus and in the community.
Whether you are just beginning your leadership journey or looking to deepen your involvement, Project LEAD meets you where you are and helps you grow from there.
Through Project LEAD, students will:
Project LEAD is grounded in MJC’s Co-Curricular Model and focuses on:
Participants receive:
Most importantly, students leave with the confidence and tools to lead with purpose, on campus, in their communities, and beyond.
To join Project LEAD, students must:
Spots are limited, apply today!
Contact Campus Life for Details: MJCCampusLife@yosemite.edu
Project LEAD is about growth, connection, and action. Through meaningful seminars and mentorship with alumni leaders, students build the confidence to step into their potential and lead with purpose.
We believe in you. Let your leadership journey begin here at MJC.
The 2025–2026 Project LEAD cohort demonstrated meaningful growth in leadership, confidence, identity development, and community engagement. Through seminars, mentorship, and service-learning experiences, students applied leadership concepts in real-world settings and reflected on their personal and academic journeys.
The following reflections highlight the experiences of Emerging and Advanced Leaders in the program.
Leonel Padilla
Leonel first encountered Project LEAD at a campus club rush and was initially hesitant to join due to the time commitment, his engineering coursework, and the interview process. With encouragement from peers, he ultimately chose to take the opportunity and apply, an important step in building his confidence. Before joining Project LEAD, Leonel volunteered with a community hospice organization. While he valued the experience of helping others, he did not initially see it aligning with his long-term goals. Through mentorship in the program, Leonel was encouraged to pursue opportunities that sparked genuine interest and excitement. This led him to volunteer with the first Robotics team at Beyer High School, where he mentored aspiring engineers and supported their development in technical and collaborative skills. This experience was highly impactful, allowing him to apply leadership skills such as communication, trust-building, and conflict resolution while supporting aspiring engineers. Through these experiences, Leonel began to envision a future that integrates engineering with leadership and mentorship. He developed a clearer sense of purpose centered on making a meaningful impact, whether by teaching and guiding students, leading engineering teams, or contributing to projects that support individuals with disabilities. Project LEAD played a significant role in shaping Leonel’s confidence, direction, and commitment to serving others.
Symphonee Russell
Symphonee joined Project LEAD after learning about it at Club Rush while representing the Comics Club. Initially describing herself as nervous, shy, and hesitant about stepping into spaces like ASMJC, she saw Project LEAD as a supportive starting point for personal growth. Through the program, Symphonee gained a new understanding of leadership, recognizing that leadership is not defined by authority or position, but by the ability to listen, connect, and support others. She shared that Project LEAD helped her realize that even individuals who are shy can be effective leaders. This shift in perspective allowed her to build confidence and begin developing her own leadership identity in an authentic and meaningful way.
Tushar Vikram
As a second-year student, Tushar shared that he had not previously been involved on campus but was looking for opportunities to engage. After discovering Project LEAD at Club Rush, he was drawn to the program and quickly found value in tools such as the StrengthsFinder assessment, which helped him better understand and apply his skills. Through the program, Tushar stepped outside of his comfort zone by participating in volunteer work, something he noted he would not have done otherwise. His experience volunteering, particularly with hospice support, was meaningful and reinforced the importance of giving back to the community. As a result of his involvement in Project LEAD, Tushar has taken on leadership roles, currently serving as Vice President of the Computer Science Club. He credits the program with expanding his perspective and empowering him to use his skills to support and uplift others.
Jaylen Ward
Jaylen was introduced to Project LEAD during Welcome Week through outreach and program visibility efforts. Initially encouraged by these interactions, he joined the program and found it instrumental in helping him take risks and step outside of his comfort zone. Through Project LEAD, Jaylen developed critical thinking skills, learning the importance of asking questions and seeking deeper understanding. He also participated in volunteer work, an experience he shared he would not have pursued without the program’s encouragement. Additionally, mentorship and connections made through Project LEAD played a significant role in influencing his personal and academic journey, including helping him reconsider and ultimately change his career path. Overall, Jaylen’s experience reflects the program’s impact on student growth, decision-making, and confidence.
Matthew Antirien
Matthew shared that his experience in Project LEAD differed from his initial expectations in meaningful ways. He reflected on learning how to build himself up in order to support others, particularly through understanding burnout, empathy, and effective responses to others’ ideas and challenges. A key takeaway for him was identifying both personal strengths and areas for growth, and using that awareness to better assist and uplift those around him.
Christian CJ Bronil
CJ began the program seeking to better understand his identity outside of his formal leadership roles. Through Project LEAD, he found value in being surrounded by like-minded peers and learning from their experiences. Serving in a leadership position, he initially felt uncertain about his role but grew to understand the importance of being present and supportive for others. He highlighted the lessons gained from mentorship, particularly the idea that there is always something to learn from others. CJ also reflected on the challenges of leadership, including moments of isolation, and recognized the importance of openness, self-awareness, and mutual support.
Emily Mojabi
Emily shared that although she tends to be quiet and reserved, Project LEAD helped her realize that leadership does not require being the loudest voice in the room. As a theater major, she found meaning in supporting students who felt uncertain about their futures. The program provided her with a sense of belonging and confidence, allowing her to connect with her peers and contribute in her own authentic way.
Calvin Moon
Calvin described his experience as transformative, noting that Project LEAD had a profound effect on his confidence and sense of identity. He reflected on overcoming feelings of imposter syndrome and learning to recognize his own worth. Through building connections with his cohort, he gained a deeper appreciation for relationships beyond surface-level interactions. His service-learning experience broadened his perspective on the impact of education and community support, motivating him to take initiative and pursue opportunities for growth.
Martin Munoz
Martin expressed deep gratitude for the opportunity to participate in the program and acknowledged the impact it has had on his personal journey. Having experienced homelessness three years ago, he now feels empowered and stable, crediting his growth in leadership to experiences like Project LEAD. He emphasized how community service and his service-learning project reinforced his belief that he can make a difference. Martin shared that he intends to apply what he has learned to support others facing similar challenges, with a focus on giving back and strengthening the community for the future.