Student Stories

Meet Amalia Kamlet, an adventure-seeking science educator

Anonymous — Wed, 04 May 2022 17:02:16 +0000

Meet Amalia Kamlet, an adventure-seeking science educator Anonymous (not verified) Wed, 05/04/2022 - 11:02

Amalia Kamlet has always had a heart for adventure and science. Her adventures in teaching and in the outdoors as a student at ��ý�Ļ��Ʒ are only the beginning as her love for adventure literally takes her around the world, starting with an opportunity as a STEM science teacher in Israel this fall.

Kamlet is an enthusiastic educator whose passion for teaching and science are unparalleled, leading to her selection as the 2022 Outstanding CU Teach Undergraduate Teacher Licensure Program Graduate.

She joined CU Teach with a mission to help middle school students explore their curiosity about the world through scientific inquiry and a STEM focus. She realized, through her experiences at ��ý�Ļ��Ʒ that stereotypes played a large role in who was seen and saw themselves as a science learner. As an environmental science major, Kamlet recognizes the importance of a science identity for minoritized youth in order to grapple with today's environmental concerns.

I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work."

Kamlet has strived, throughout her years studying to be an educator, to learn all she could from the people with whom she worked. Mentor teachers, university faculty, and fellow students would all say that they have benefitted from their experiences working with her, her CU Teach faculty nominators contend.

Her passion and compassion for working with all youth are also apparent in the classroom, and beyond. Kamlet has a contagious sense of humor, which she shares with students as she builds an affirming learning community that is committed to amplifying student voices advocating for their learning. Through her hard work and determination, she has many opportunities and paths from which to choose as she moves past graduation from ��ý�Ļ��Ʒ, and the CU Teach faculty are proud to welcome her as our colleague in the field of science education, celebrate the exceptional work she has contributed thus far to the profession of teaching, and follow along on her next adventures in Israel and beyond.

In her own words

Please tell us a bit about yourself

I was lucky enough to have an enriched education with dedicated and motivated teachers who supported me and my journey. I am so lucky and honored to be providing this to my future students.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

��ý�Ļ��Ʒ and specifically the school of education gave me my best friend. She motivates, challenges, and accepts. She makes me a better teacher everyday.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work.”

What is your best piece of advice for incoming students?

Best advise I can give incoming students is to be open and adventurous to friends and educational experiences.”

What continues to drive your passion for your work after graduation?

My friends and family have continues my drive to work hard and my future students challenge me to design and create engaging curriculum.”

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Meet Cynthia Corral Robles, a leader in empathy, reliability, and enthusiasm and a passion for justice

Anonymous — Tue, 03 May 2022 05:16:29 +0000

Meet Cynthia Corral Robles, a leader in empathy, reliability, and enthusiasm and a passion for justice Anonymous (not verified) Mon, 05/02/2022 - 23:16

Cynthia Corral Robles considers herself “lucky enough” to have stumbled across the Leadership and Community Engagement major in the School of Education.

She first discovered the INVST Community Studies program and its summer justice tour of Colorado, which unleashed her passion for community leadership. She traveled the state of Colorado and listened to community stakeholders’ various perspectives with an open mind and with a group of other empassioned students who became her close friends.

In addition to her work with INVST Community Studies, Corral Robles has participated in the leadership and community engagement major, Public Achievement, and a two year-long research project with Aquetza — all programs based the in the School of Education’s CU Engage: the Center for Community-based Learning and Research — plus her leadership connected with her ethnic studies major, education minor, and sorority.

My passions for working with youth stem from my own schooling experience and the desire to make it better for others...Witnessing how some people have to fight for the right to be heard and experiencing it firsthand is what drives my passion to become a teacher. Whatever happens after teaching, I will continue to advocate for youth as I know that everyone needs the space to begin to create a world they are proud to be a part of."

Her dedication and commitment to social justice is exemplified by her exceptional record of impact. Corral Robles was chosen by her Leadership and Community Engagement peers and instructors as the 2022 Outstanding Graduate in Leadership and Community Engagement. Her nominators noted that she is one of the most hardworking people in the major, and they praised her passion for justice, empathy, reliability, and enthusiasm.

Corral Robles’ contributions embody the ethos and values of the major, to “nourish and honor the leadership and dignity of those around her such as her peers and the young people she works with.” This work is often behind the scenes: to listen, ask critical questions, connect with others, ensure all voices are heard, and take on sometimes unglamorous tasks. One student stated, “Cynthia shows the true definition of what a leader looks like.”

This academic year, Leadership and Community Engagement Capstone Seniors co-created a community-based research project with Young Aspiring Americans for Social and Political Activism. This project focused on student voice and school board decision-making within the Denver Metro Area. Corral Robles’ peers note her leadership on the project team and her passion for centering relationships and social justice.

Her many ��ý�Ļ��Ʒ leadership experiences coupled with the capstone project have inspired Corral Robles to continue working with youth and become a teacher after graduation. She has been accepted into Teach for America and will continue her equity and social justice work as a classroom teacher.

“My passions for working with youth stem from my own schooling experience and the desire to make it better for others,” she said. “I want to create a world in which people of all identities are seen, accepted, and supported especially within the education system. Witnessing how some people have to fight for the right to be heard and experiencing it firsthand is what drives my passion to become a teacher. Whatever happens after teaching, I will continue to advocate for youth as I know that everyone needs the space to begin to create a world they are proud to be a part of.

In her own words

Please tell us a bit about yourself

I have grown up in Colorado. My hometown is Aurora, CO where I first became inspired to work with the community and help others. I decided to attend ��ý�Ļ��Ʒ because I did not want to be that far away from my family. Once here, I was lucky enough to stumble across the Leadership and Community Engagement major. I decided to add it as my second major because I knew that I wanted to continue working with youth post graduation and that this major would continue to give me the tools to do so.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

One of the greatest experiences I will carry into my next chapter of life is the INVST community studies summer program that I was able to participate in. I was able to travel around states with an incredible group of people. I was learning about how to engage with various community members while actually going into different communities. My happiest memories come from this trip as I was able to rekindle my passion for fighting to create a better world and to top it off I was able to meet my best friends. I will take with me the importance of going into something new with an open mind and how valuable it is to get out of your comfort zone.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

Graduating from ��ý�Ļ��Ʒ to me represents an opportunity to give back. It is the ability to take what I have learned and pour it back into the communities which helped me achieve this success. Overall I think it represents a lot of hard work and uncertainties, but overall the idea that everything works out exactly how it is suppose to.”

What is your best piece of advice for incoming students?

Do your best to find a community in which you can be yourself. It may be a campus club/organization, a sorority, or simply a really good group of friends. Whatever it is, I urge you to find like minded people which can help you grow and make your college experience very fulfilling.”

What continues to drive your passion for your work after graduation?

After graduation I will become a teacher in Denver. My passions for working with youth stemmed from my own schooling experience and the desire to make it better for others. I want to create a world in which people of all identities are seen, accepted, and supported especially within the education system. Witnessing how some people have to fight for the right to be heard and experiencing it first hand is what drives my passion to become a teacher. Whatever happens after teaching, I will continue to advocate for youth as I know that everyone needs the space to begin to create a world they are proud to be a part of.”

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Meet Quinton Andre Freeman, a committed teacher, teacher educator, and mentor

Anonymous — Tue, 03 May 2022 05:15:44 +0000

Meet Quinton Andre Freeman, a committed teacher, teacher educator, and mentor Anonymous (not verified) Mon, 05/02/2022 - 23:15

Quinton Andre Freeman comes from a family of educators. His wife, Adrienne, is a middle school principal. His parents, now a retired county agent and a retired special education teacher, met while student teaching, and his mother urged him to get a teaching certificate as a fallback plan after college graduation.

“What was supposed to be one year as a teacher in a 7th-grade life science classroom became five, then about the same number of years as an instructional coach in Houston,” he said. “I always had an inkling that, at least in part, teachers become teachers because of the teachers they interact with day-to-day.”

Both as a beginning teacher and someone who often supported teachers new to the profession, I felt Holmes (my one-year, non-traditional prep program) prepared me for many things. Yet, I always had an inkling that, at least in part, teachers become teachers because of the teachers they interact with day-to-day. And some of those teachers happen to be adults. I came to graduate school hoping to better understand what happened to me and what I surmised was happening to others."

Freeman credits his one-year, non-traditional teacher prep program with helping prepare him for many things as a beginning teacher and someone would later support other new teachers. Freeman sought a doctoral program that could help him make sense of his journey and others’ paths, which led him to Learning Sciences and Human Development program area with an additional focus on Teacher Learning, Research and Practice at the ��ý�Ļ��Ʒ School of Education.

At ��ý�Ļ��Ʒ, Freeman has been a committed teacher and teacher educator, and he is the 2022 Outstanding Graduate for Outstanding Teaching.

He taught undergraduate courses in for the School of Education’s elementary teacher education program, served as the teaching assistant in a required first-year qualitative methods course, and was an unofficial mentor to multiple cohorts of doctoral students in Learning Sciences and Human Development.

For 5 years, he was a member of the EPIC research team where he taught the course on learning and social justice and supported undergraduates as they learned alongside children at the EPIC afterschool club at an elementary in Lafayette. EPIC is part of a long-standing university-community partnership with Alicia Sanchez International Elementary School that aims to: support learning opportunities for children from non-dominant communities, organize teacher education for social justice, and cultivate new practices at the university and the elementary school that can facilitate more humanizing educational experiences.

In these spaces, Freeman always embodied curiosity and extended grace for learners. He would, for example, stop a planned lesson to make time to understand people’s ideas and invite others to engage with him in turning problems around so that they could understand their complexity.

As a scholar who read voraciously, he also regularly shared rich resources including books, articles, videos, and Twitter threads, that pushed his peers’ and students’ thinking in unexpected and creative ways.

Freeman designed his pedagogy with great intention, so that undergraduates would be challenged and supported.

“He approached teaching undergraduates holistically – from inside the classroom to program design, to teacher educator learning and research on teaching,” his nominators said. “This robust approach to teaching is necessary if we, as a school of education, are going to support the development of grounded and innovative teachers and teacher educators.”

In his own words

Please tell us a bit about yourself

I still consider home a small (population of 5,500) town in central Louisiana called Marksville. I am the oldest of three (younger brother and sister), and our parents are both from small Mississippi towns. So we were transplants, a somewhat unusual circumstance there among my friends. However, I now have numerous play cousins and other fictive kin that made growing up there, in many ways, a wonderful experience.

My parents met during student teaching. My father is a retired County Agent, and my mother is a retired Special Education teacher. I remember her telling me that I should get at least certified to teach regardless of any other plans. That advice came back to me as I faced college graduation with no idea of what I wanted to do next. What was supposed to be a year as a teacher in a 7th-grade life science classroom became five, then about the same number of years as an instructional coach in Houston. Both as a beginning teacher and someone who often supported teachers new to the profession, I felt Holmes (my one-year, non-traditional prep program) prepared me for many things. Yet, I always had an inkling that, at least in part, teachers become teachers because of the teachers they interact with day-to-day. And some of those teachers happen to be adults. I came to graduate school hoping to better understand what happened to me and what I surmised was happening to others.

A term, practice-linked identities, found on Susan Jurow's faculty page made my nascent theory more concrete. I don't even remember what I searched to come across her page. The first time I set foot in Colorado was Welcome Weekend. All I knew is that everything I read said (if you can) choose advisor over place. And that has made all the difference. . .”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

For me, one of the best parts of being able to go to graduate school are the things you can learn and do outside of class, at least in part because of the kinds of collisions and connections supported by being in class/community with others. Many of my favorite moments happened in the C4C or over mounds of pork bulgogi or hanging in the Learning Sciences shared space or riding on Flatiron Flyers.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

I think this is one of those questions best answered with some time and distance. What graduating will represent will perhaps best be described by answering "And, then what?" . . .and probably better answered by someone else.”

What is your best piece of advice for incoming students?

Remember why you came here. . .but also know that to learn is to change. Maybe a way to gauge the experience is not just asking "Did I do what I came here to do?" but also "Am I doing what I perhaps could or would not have done otherwise?"”

What continues to drive your passion for your work after graduation?

Two things come to mind.

First, I know what some of the ideas I have encountered in the Learning Sciences have done for me. What they have helped me to notice for example. There is still an open question of how we might "put a handle" (H/T Susan Jurow) on these kinds of perspectives. Particularly in places where attempting to move differently is at least marginalized or perhaps even regarded with hostility.

The second is related to the first. I am fascinated by the design work of others. People and communities make full, rich lives in the face of absurdity and cruelty. This is not to say that ingenuity requires indignities. Instead, to play on an argument Ruth Wilson Gilmore has made, we might remember that what the world could be already exists.

So, I'm driven by what we can all learn about our own micro-interactions, the ways we live together, by looking at the micro-interactions of others.”

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Meet Tanya Davis Ennis, working to eradicate inequity and injustice in education and beyond

Anonymous — Tue, 03 May 2022 05:13:41 +0000

Meet Tanya Davis Ennis, working to eradicate inequity and injustice in education and beyond Anonymous (not verified) Mon, 05/02/2022 - 23:13

A leader on campus in broadening participation in STEM education as the most recent director of the BOLD Center, Tanya Ennis is committed to developing and studying strategies that can create a more equitable environment for racially minoritized and first-generation students.

Ennis studied electrical engineering at an Historically Black College/University, Southern University, and then computer engineering for her Master’s degree from the University of Southern California before coming to ��ý�Ļ��Ʒ to direct the Engineering GoldShirt Program and now the BOLD Center in the College of Engineering and Applied Science. Her work supporting underrepresented students to succeed as engineering students and her high regard for the School of Education doctoral program led her to enroll in the Learning Sciences and Human Development PhD program.

I am a first-generation student and the first in my family to earn a PhD., and many in my family and my community have shared that I am an inspiration to them, and that my scholarly work has lasting impact. I stand on the shoulders of my parents, Ethel B. Davis and Ernest Davis, Sr., who did not have the educational opportunities I did. This is also true for many of the ancestors upon whose shoulders I stand today. I dedicate this award to my husband, Cedric Ennis, Sr., our children, parents, and ancestors.."

Ennis’ dissertation, “Yearning to Learn: A Qualitative Comparative Analysis of Black Engineering Students Deciding to Stay or Leave Engineering Majors,” grew out of her desire to center and understand Black students’ experiences in engineering. She studied Black students’ decisions to stay or leave their engineering majors at a Predominantly White Institution, revealing the complexities of why Black students choose to stay or leave. Ennis’ findings emphasize the importance of friendships with peers who lend both social and academic support. Her impressive and comprehensive research has earned her the 2022 Outstanding Graduate and Outstanding Dissertation Award by the School of Education faculty committee.

“This is a critical insight that engineering colleges can act upon, through community-building programs and interventions that help create space for supportive peer interactions,” her nominators shared. “No other study has undertaken such a comprehensive look at their experiences to develop and test conjectures of just why students stay or leave.”

Her experience in the doctoral program at ��ý�Ļ��Ʒ has also benefited from the support of faculty and peers. She credits these supports, her faith, and stepping into her power with helping her through the program while balancing her career in engineering and the adversity she has faced in her academic, professional, and personal life. Not unlike the students’ experiences she documented in her research, community and support systems make all the difference.

“I had great PhD colleagues,” she said. “We enjoyed learning together and formed very strong friendships during our time together.”

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Meet Alex Boeding, advocating for more LGBTQ-inclusive school policies that matter to teachers, students

Anonymous — Tue, 03 May 2022 05:09:09 +0000

Meet Alex Boeding, advocating for more LGBTQ-inclusive school policies that matter to teachers, students Anonymous (not verified) Mon, 05/02/2022 - 23:09

Alex Boeding has been a thoughtful and engaged student in all of his School of Education master’s classes while navigating a busy life as a full-time teacher during the COVID-19 pandemic.

Alex consistently demonstrates a strong commitment to the School of Education’s vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher."

His academic work was consistently strong and immediately connected to his desire to improve his teaching and find ways to better support his students.

Boeding engaged in meaningful projects including analyzing his school’s employee handbook from a feminist and queer intersectional lens, a beautiful paper on the invisibility of Chicanx queer identities in Latinx educational spaces, and his capstone paper exploring LGBTQ teacher identity.

In his capstone, he interviewed LGBTQ teachers and represented their words as found poems to explore how LGBTQ teachers understand and navigate coming out at work.

Boeding’s work in Educational Foundations Policy and Practice program builds on existing literature and extends it in ways that matter to classroom teachers, and these contributions are what led to his distinction as the 2022 Outstanding Educational Foundations, Policy & Practice Master’s Graduate.

“Alex consistently demonstrates a strong commitment to the School of Education’s vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher,” his nominators state. “Congratulations, Alex!”

In his own words

Please tell us a bit about yourself

I live in Denver with my fiancé, and I currently work as a middle school teacher. I chose ��ý�Ļ��Ʒ because it had one of the strongest education policy programs, and it was still close to home!”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

One of my professors early on told us that 'learning should do something to you' and that is something I have held close to me, and will continue to hold close as I move to my next chapter.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

My family is proud of my accomplishments.”

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Meet Caitlin Fine, using research and service to transform teaching, teacher preparation

Anonymous — Mon, 02 May 2022 22:57:33 +0000

Meet Caitlin Fine, using research and service to transform teaching, teacher preparation Anonymous (not verified) Mon, 05/02/2022 - 16:57

Before enrolling at ��ý�Ļ��Ʒ as a doctoral student, Caitlin Fine was a science teacher in a dual-language elementary school in Virginia, where she was often frustrated by her district’s narrative that teaching science in Spanish was a “nice bonus” and teachers need to prepare students for English-language multiple-choice state science assessments. She felt too little class time was spent on student engagement with and sensemaking about science phenomena, and she knew something needed to change.

The most important part of my time at ��ý�Ļ��Ʒ was growing as a scholar along with my fellow cohort-mates. Moving through all of the PhD milestones from attending our first AERA conference through dissertation defenses and navigating the job market has deepened our relationships. I am excited to continue to grow as a scholar with the group of critical friends that I developed during my time at ��ý�Ļ��Ʒ."

The School of Education and the Equity, Bilingualism, and Biliteracy program faculty’s critical stances and interdisciplinary nature attracted Fine to ��ý�Ļ��Ʒ, where she hoped she could influence educational change.

Beyond her own exemplary teaching, Fine has made significant contributions – both with her research and her service – to teaching and teacher preparation more broadly.

As a doctoral student the Equity, Bilingualism, and Biliteracy program with a focus on STEM education, Fine was instrumental in shaping the redesign of science and assessment coursework in elementary teacher education, in supporting alignment in the elementary teacher education program and in redesigning and delivering coursework in culturally/linguistically diverse assessment for the program’s master’s program.

Fine’s contributions to elementary teacher education have gone far beyond the typical participation of a graduate student. In addition to working closely with Melissa Braaten to design and teach the Science Methods course, she served as the course designer and was the first instructor for both Assessment for Bilingual Learners, one of the culturally and linguistically diverse education endorsement courses, and the STEM Module for fourth year students focused on reading and STEM assessment.

At the master’s level, Fine significantly updated and taught Diagnostic Assessment, a required course for the culturally and linguistically diverse education endorsement.

“Caitlin's relentless insistence on asset-based stances and actions when working with minoritized communities, her thoughtful design of pedagogical tools, and her deep understanding of the complex contexts of K-12 schooling make her a powerful teacher educator,” said the faculty nomination committee that selected Fine as one of the 2022 Outstanding Graduates for Teaching.

In her own words

Please tell us a bit about yourself

I am from Virginia. Before coming to CU, I worked as a science teacher in a dual-language elementary school in Arlington, VA for 7 years. In that capacity, I understood my job as both a science teacher and a Spanish language teacher, but I would often get frustrated by the district narrative that teaching science in Spanish was a nice bonus, but we needed to prepare students for English-language multiple-choice state science assessments. I felt that much of my time was spent introducing and practicing vocabulary words in both Spanish and English and little time was spent on actual student engagement with and sensemaking about science phenomena. I chose ��ý�Ļ��Ʒ because of the critical stances of the Equity, Bilingualism, and Biliteracy faculty and the willingness of the STEM Education faculty to work with someone like me whose research interests cross disciplines.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

It may sound cliche, but the most important part of my time at ��ý�Ļ��Ʒ was growing as a scholar along with my fellow cohort-mates. Moving through all of the PhD milestones from attending our first AERA conference through dissertation defenses and navigating the job market has deepened our relationships. I am excited to continue to grow as a scholar with the group of critical friends that I developed during my time at ��ý�Ļ��Ʒ.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

This accomplishment was definitely a group effort. Completing a PhD during a global pandemic while also being a mother of two young children is no easy feat. All along the way, I have had the unwavering support of my amazing husband. He spent many weekend days over the last six years entertaining the kids while I worked at a local coffee shop. We are also fortunate that my mother lives nearby - she was integral in supporting me last year while I completed my dissertation. She spent several days a week at out house helping the kids with 'crisis schooling' so I could focus on writing.”

What is your best piece of advice for incoming students?

I think my best piece of advice is to be sure to maintain your hobbies and fill your life with multiple things that bring you joy outside of academia. Be sure to prioritize time for these elements as much your assigned readings and term papers. Professor Gort told me early in my time at ��ý�Ļ��Ʒ that an academic life is a marathon not a sprint. She is so right. I have found that spending time with family, running on local trails, and taking weekend trips to the mountains are what fills my cup and makes the academic work possible.”

What continues to drive your passion for your work after graduation?

I am driven by the continued imperative that we work with K-12 teachers to reflect on their own linguistic ideologies and the ways those open and close opportunities for students to engage in meaningful sensemaking in science and in schools in general.”

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Meet Astrid Sambolín Morales, learning with and from Puerto Rican mothers

Anonymous — Mon, 02 May 2022 22:37:58 +0000

Meet Astrid Sambolín Morales, learning with and from Puerto Rican mothers Anonymous (not verified) Mon, 05/02/2022 - 16:37

As a doctoral student Astrid Sambolín Morales went above and beyond to actively contribute to the formation of a better community in the ��ý�Ļ��Ʒ School of Education and the Puerto Rican diaspora communities of Florida, Denver, and Pennsylvania with whom she partnered.

Make sure the work you do is something you are passionate about. You will dedicate a big chunk of your life to this. Surround yourself with people who see the value in what you do and what matters to you. You need your village, especially during the challenging times that make you want to quit."

From the moment Sambolín Morales arrived at ��ý�Ļ��Ʒ, she became involved in key initiatives and service work that contributed to critical changes in the policies and practices of the School of Education. She joined the BUENO Center’s Strategic Planning Committee her first semester and the school’s Climate Committee shortly thereafter. In these roles she strongly and visibly advocated for student agency and voice across all program areas in the School of Education community, particularly those of her fellow BIPOC peers and those educated outside the mainland U.S. states. Sambolín Morales was one of the inaugural members of the Assembly Journal’s editorial review board and the planning team for the 1st year PhD Student Equity and Justice Workshop Series with Bethy Leonardi.

These lived commitments fueled Sambolín Morales’ dissertation, which addresses a timely, significant, and largely invisible social and educational problem: the experiences and resiliency of Puerto Rican mothers–who were displaced alongside their families as a result of the devastating effects of Hurricane María on the island of Puerto Rico–as they supported the academic success of their children in the mainland U.S. school system and sustained the family in the new context. A native of Cabo Rojo, Puerto Rico, Sambolín Morales’ research and public scholarship is always close to her heart and homeland. Her work with Puerto Rican mothers fuels her work. She continues to leave a mark on the field just she brought about notable contributions and change to the School of Education for future scholars — some of the many reasons she has been named the Outstanding Graduate for Community Engagement and Public Scholarship.

“Astrid’s remarkable contributions exemplify the commitments, spirit, rigor, and achievements represented by this award,” the faculty nomination committee contends.

In her own words

Please tell us a bit about yourself

I was born and raised in Cabo Rojo, Puerto Rico. I originally wanted to pursue a career in information sciences after I completed my B.A. in English literature, but a part-time job as a tutor for the HEP program made me realize I loved working with students. I completed a M.A. in English Education at the University of Puerto Rico, Mayagüez campus and was accepted as a PhD student at The Ohio State University, where I worked with Millie Gort. When she made the decision to accept a position at ��ý�Ļ��Ʒ, she invited my husband and me to come with her. We accepted and, after finishing our first year as PhD students at OSU, we packed our bags again and moved to ��ý�Ļ��Ʒ. The rest, as they say, is history.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

I always tell anyone who will listen that I was lucky enough to have an incredibly supportive community at the School of Education. My wonderful colleague, Molly Hamm-Rodríguez, gave me the idea to conduct a pilot study in Florida to research the experiences of displaced Puerto Rican students and families post-disaster, and my committee members fully embraced the way I shifted gears for my dissertation and engaged in work that was so meaningful to me. The dean provided funding for the event Molly Hamm-Rodríguez, Francisco Torres, and I organized to commemorate the one-year anniversary of Hurricane Maria's downfall in Puerto Rico. Finally, Millie Gort and Jamy Stillman encouraged me to apply for a Spencer award, a step I wouldn't have even thought of without their support and encouragement. All these experiences taught me the importance of a supportive community of scholars that believe in you and your work. Without this community, I don't think I would have completed my degree.”

What is your best piece of advice for incoming students?

Make sure the work you do is something you are passionate about. You will dedicate a big chunk of your life to this. Surround yourself with people who see the value in what you do and what matters to you. You need your village, especially during the challenging times that make you want to quit.”

What continues to drive your passion for your work after graduation?

My work with Puerto Rican mothers. Building a community with them, learning with and from them.”

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Meet Nancy Hoang, computer science education pioneer in Vietnam and beyond

Anonymous — Mon, 02 May 2022 20:16:11 +0000

Meet Nancy Hoang, computer science education pioneer in Vietnam and beyond Anonymous (not verified) Mon, 05/02/2022 - 14:16

Originally from Vietnam, Nancy (Nga) Hoang pursued a Master’s of Education degree in order to bring about change to the education system in her country.

Hoang graduated from FTP University in Vietnam with a Bachelor of Science in Software Engineering. In Vietnam, she was the first person to create computer science curricula and teach programming for children. She ran Kiddicode for two years and wanted to expand the model, but she had limited understanding of the teaching and learning methodology. Hoang decided to pursue a Master's in STEM Education in the ��ý�Ļ��Ʒ School of Education because of the program's renown reputation and to "gain more knowledge in the education field and be ready to bring more impact to Vietnam's education as well as STEM global fields."

Education is not a trending major when students study aboard. However, there is no doubt about the huge impact of education on a country. I was a pioneer in Computer Science education in Vietnam. Now, I have more knowledge of the educational research-based. It will strengthen my work, and I can bring more impact to STEM education in Vietnam as well as in STEM global fields."

Hoang is a creative, enthusiastic, and passionate learner who strives for excellence in all that she does. Now, she’s been named 2022 Outstanding STEM Education Master’s Graduate. She views education as an important social lever for development and equity, which she argues is important in Vietnam to further their independence from a history of colonization. She is particularly interested in access to computational thinking.

In her role as a research assistant, Hoang generously adds her computer science, curriculum design, and technical expertise to inquiryHub, a research-practice partnership based at ��ý�Ļ��Ʒ that’s engaged in research and development of materials, tools, and processes to promote equitable student learning of STEM.

As part of this research-practice partnership with Denver Public Schools, she supports the field testing of science materials. Hoang conducted multiple classroom observations and gathered video that is being used to support the design of professional development resources to support inquiryHub materials. These videos show teachers how to implement classroom routines and orchestrate discussions that are currently rare in science classrooms today, are difficult for teachers to learn, and are important for improving student outcomes in science.

Her deep passion for education theory and practice was reflected in her academic work and in her interactions with colleagues and instructors.

In her own words

Please tell us a bit about yourself

I'm from Vietnam. My background is in Computer Science (CS). However, since I was a university student, I realized the importance of CS education in developing students' thinking and a serious lack of quality computer science education for K-12, especially in Vietnam. I spent two years as a software developer to gain more experience as an actual software engineer, but I maintained my interest in computer science education. In 2015, I started teaching programming to kids. I was the first person in Vietnam to create CS curricula and teaching programming for children in Vietnam. My first coding classes for children in Vietnam received much support from parents and students. Thus, I decided to open my academy to expand CS education in Vietnam. That is why Kiddicode - Tech Academy For Young Learners was founded. I ran this academy for two years, from January 2017 to December 2018, under CEO and Education & Training Manager roles. This academy is the first to introduce CS education to thousands of students in Vietnam. It revolutionized STEM education in Vietnam, especially in rural areas. It helped educate parents and educators about the importance of CS education in developing computational thinking for children. It also helped Vietnam, from a non-CS education country to the top nation in CS in Asia. After two years of running Kiddicode, I want to expand this model, but I have a limited understanding of the teaching and learning methodology from research-based perspectives. Thus, I decided to stop my work in Vietnam and pursue a Master's program to gain more knowledge in the education field and be ready to bring more impact to Vietnam's education as well as STEM global fields. I chose ��ý�Ļ��Ʒ because it is the No. 1 university in Colorado. School of Education also has a lot of interesting projects that advocate for modern STEM education.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

Before taking part in the Master's program at ��ý�Ļ��Ʒ, my goals were to learn more about learning science and learning theory to lead my research in developing CS curricula. And now, I think that I have achieved that goal and even more than that. I build my research skill a lot through doing my Master's degree at ��ý�Ļ��Ʒ. I understand more about modern education frameworks and good teaching practices from research perspectives and have also seen them in real classrooms. I plan to apply for a Ph.D. program, so the experiences I gained at ��ý�Ļ��Ʒ are a strong foundation for me to continue the next chapter of my life.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

It means a lot to my community. Education is not a trending major when students study aboard. However, there is no doubt about the huge impact of education on a country. I was a pioneer in Computer Science education in Vietnam. Now, I have more knowledge of the educational research-based. It will strengthen my work, and I can bring more impact to STEM education in Vietnam as well as in STEM global fields.”

What is your best piece of advice for incoming students?

Most of the time during my Master's program is during in COVID time. I did not have much time to enjoy the campus and connect with many friends and faculty. So, now that COVID time is gone, I hope incoming students will have more time to enjoy the campus, be active, make more connections, and get the best out of their time at ��ý�Ļ��Ʒ.”

What continues to drive your passion for your work after graduation?

My capstone project is about the gap between Computational Thinking (CT) and Computer Science (CS) education. I am passionate about this topic. My capstone project also opens more questions for me about this topic. For example, I want to know how to connect CT in CS classes to other disciplines or daily lives; how to assess CT skills effectively. Thus, I think I will continue to pursue an academic career to continue to investigate these questions and contribute more to CS education.”

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Meet Alexis Harris, a lifelong learner with an infectious sense of curiosity

Anonymous — Mon, 02 May 2022 20:01:53 +0000

Meet Alexis Harris, a lifelong learner with an infectious sense of curiosity Anonymous (not verified) Mon, 05/02/2022 - 14:01

Alexis Harris embodies the School of Education and Humanities Teacher Licensure Program’s commitment to teaching for equity and justice.

Harris has been named the 2022 Outstanding Graduate in the Secondary Humanities Teacher Licensure Program for the ways she shows up, head and heart, each week and is always open to unlearning and engaging in critical self-reflection.

My mom likes to call me a "professional student," because I absolutely love learning and could be in the classroom forever if I had the opportunity (in a way, I do!). My passion will continue on because I have a drive for learning, but also because I have felt so fulfilled in my experience so far. Student teaching and the relationships that I formed with students keep me so so excited for the future."

Her faculty nominators contend she has consistently been a stellar student who shows up, and as a classroom educator, Harris is an impeccable planner, remaining mindful of her deeply felt equity aims in each and every learning experience she designs.

“Her lessons are creative, thoughtful, and grounded in student experiences, interests, and needs,” her nominators state. “Her impressive ability to foster opportunities to build relationships with students in the enactment of these lessons results in the creation of a classroom community in which students are both challenged and nurtured.

“Alexis has grown into a powerful educator, one who invites students to consider and critique dominant narratives designed to do harm and supports them in building alternatives designed to imagine a new, different, and more just world.”

Harris’ humility, passion, and unwavering commitment to young people make her an extraordinary educator and graduate with promising future.

In her own words

Please tell us a bit about yourself I'm from Colorado Springs, Colorado. I've wanted to be a teacher since I was in kindergarten! My kindergarten teacher was a huge role model for me and always went beyond the traditional responsibilities of a teacher. As I went through middle and high school, I started exploring what I wanted to do and drifted away from the idea of teaching. I explored anatomy in hopes of becoming a doctor and physics in hopes of becoming an engineer. In those classes, I never really found true passion or joy. But across all of the classes I explored, the one common thread that I found was that I loved getting to tutor other students. Seeing that lightbulb go off when I explain something will always be an awesome experience for me.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

I have learned so much over the course of my four years at CU, but the biggest thing that I have learned is that learning never ends! My educational experience will not stop when I leave campus, and I want to keep the same sense of curiosity for the world that I have always had. There are always new ideas, perspectives, and lessons to learn, and I will always be searching those out. As my favorite quote form Bill Nye goes, "Everyone you will ever meet knows something that you don't". I want to maintain this in my classroom, and really just my life in general.”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

I am a first generation college student, so it really represents a really cool moment for us. For me, it both signals an end but also a new beginning. It is bittersweet, but I am excited for what's to come.”

What is your best piece of advice for incoming students?

Form relationships—with new friends, faculty members, professors, experts in the field. Those relationships are what keep you going when you hit hard times in this college experience. You will always have people in your corner, and it is important to rememeber we're not alone in this!”

What continues to drive your passion for your work after graduation?

My mom likes to call me a "professional student," because I absolutely love learning and could be in the classroom forever if I had the opportunity (in a way, I do!). My passion will continue on because I have a drive for learning, but also because I have felt so fulfilled in my experience so far. Student teaching and the relationships that I formed with students keep me so so excited for the future.”

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Meet Julia Chavarria, a higher education professional paying it forward with gratitude and kindness

Anonymous — Fri, 29 Apr 2022 23:09:59 +0000

Meet Julia Chavarria, a higher education professional paying it forward with gratitude and kindness Anonymous (not verified) Fri, 04/29/2022 - 17:09

Dedicated to building access and opportunity in higher education, Julia Chavarria is an excellent example of a scholar/practitioner who can quickly and deftly adapt knowledge she’s building from coursework in the Master’s in Higher Education program in the ��ý�Ļ��Ʒ School of Education to her professional work experiences and supports for students.

Gratitude and appreciation of those who helped pave the way for me (drive my passion for this work). If I can be even half as helpful as my advisors and faculty members to my students, then I will be happy."

Chavarria is an Academic Advisor and Retention Specialist at Metro State University. She remembers working alongside my caring academic advisors while earning her Bachelor of Science in psychology at Colorado State University and that experience combined with background as a first-generation college student from rural Colorado, led her to a career paying forward in higher education.

As a ��ý�Ļ��Ʒ graduate student, she created a capstone project that builds on her practicum experience with ��ý�Ļ��Ʒ’s Student Support and Case Management Office. Chavarria reviewed the research on peer mentoring programs in order to inform the design of a new program at ��ý�Ļ��Ʒ. Her project underscores how peer mentoring programs can build community, while also supporting student success, retention, and well-being. Her exemplary work and contributions to building a sense of community with her higher education colleagues and cohort are some of the reasons she’s been selected at the 2022 Outstanding Higher Education Master’s Graduate.

“Julia’s commitment to inclusion shines through all her interactions with other students, colleagues, and faculty,” her faculty nominators said. “Bright and kind, Julia supports fellow students, lifts up her colleagues’ ideas and creates community, both in and out of the classroom.”

In her own words

Please tell us a bit about yourself

I am from a small town on the eastern plains of Colorado, named Strasburg, Colorado. I am a first-generation Latina woman who obtained a Bachelor of Science in psychology at Colorado State University. During my undergraduate years, I was working alongside my academic advisors and fell in love with higher education. I then worked in the mental health field for a few years and found myself missing higher education. I then decided to pursue a master's degree in higher education at the University of Colorado Boulder. I have loved every second of being in this program. Every professor has helped me learn to embrace who I am and take up the space I rightfully deserve in higher education. It has been so inspiring, and I cannot wait to make space in higher education for all people.”

What is one of the lessons from your time at ��ý�Ļ��Ʒ that you’ll carry with you into the next chapter?

I had a fantastic professor, Scarlett Ponton de Dutton. She taught a small course, about 8 students, where we all talked and contributed to class discussions every single week for a semester. There was a great classmate that I got so excited to be partnered with. Ever since that class, I met my best friend! She has been such a blessing in my life and it is so exciting going through life with her, especially as we embark on our higher education career journey! Bonus points because Scarlett, my friend, and I all crochet!”

What does graduating from ��ý�Ļ��Ʒ represent for you and/or your community?

Graduating for ��ý�Ļ��Ʒ is a HUGE deal for me and my family! I am a first-generation Latina student who has the most education credentials. I have a career. I have a salaried job. My parents worked so hard while my siblings and I were growing up. It is so amazing to showcase that my parents hard work and sacrifices were worthwhile.”

What is your best piece of advice for incoming students?

Get prepared to grow at least ten times as a person. It is not an easy path, and you will feel discouraged often. However, take pride and celebrate the small things. Lean on your colleagues not only for support but also for laughs. Realize that you and your cohort are in this together! Realize that you are not alone and learn to share with your classmates and lean into the new experiences.”

What continues to drive your passion for your work after graduation?

Gratitude and appreciation of those who helped pave the way for me. If I can be even half as helpful as my advisors and faculty members to my students, then I will be happy.”

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