Outstanding Graduate

MA graduate Abigail Goldberg believes teaching leads to stepping stones for change

Anonymous — Wed, 08 May 2024 15:49:11 +0000

MA graduate Abigail Goldberg believes teaching leads to stepping stones for change Anonymous (not verified) Wed, 05/08/2024 - 09:49

When Abigail Goldberg graduated with her undergraduate degree in anthropology, she was set to pursue a career in death investigating. An unexpected job during the COVID-19 pandemic, however, changed her whole career course and launched her into teaching.

During the pandemic, Goldberg started a job teaching seventh and eighth grade humanities. She loved it so much that she decided to go back to school, so that she could be the best teacher that her students deserved. Goldberg pursued the master’s degree at ��ý�Ļ��Ʒ in curriculum and instruction and the humanities education track where she could develop her knowledge of theory, pedagogy and practice. Her commitment to teaching and building her knowledge shined and she was selected as the 2024 Outstanding Graduate in the program.

“At every turn, Abby has demonstrated commitment to her teaching, centering her high school students’ perspectives and building her knowledge of anti-oppressive pedagogy,” said Professor Elizabeth Dutro, one of her award nominators.

Goldberg’s capstone research project looked into the question: “What are the impacts of a no-homework policy on engagement, motivation and well-being in a ninth grade class?” Her project, which included collecting student-centered data such as interviews, focus groups and ethnographic observations, drew on the knowledge that she’s developed in the MA program.

“For me, graduating from ��ý�Ļ��Ʒ represents furthering my personal commitments to myself, my students and my community,” said Goldberg.

“I have always been passionate about creating change wherever I could. As a graduate from ��ý�Ļ��Ʒ, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

In the fall, Goldberg will continue her teaching journey as a ninth grade human development and history teacher.

In her own words

Please tell us a bit about yourself

I am originally from the Chicago area. I started my journey with a bachelor's degree in anthropology. After an internship at a coroner's office, I had every intent to pursue a career in death investigating, until COVID-19 hit. During the COVID-19 pandemic, I was offered a job teaching seventh and eighth grade humanities. Although not my original career goal, I absolutely fell in love with it. I decided in order to be the best teacher I wanted to be, I needed to go back to school. Following my parents out to the beautiful city of Boulder, I soon applied and was accepted to ��ý�Ļ��Ʒ.”

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

Of the many lessons I learned during my time at ��ý�Ļ��Ʒ, the most significant one was the importance of having a commitment to equity and promoting change. As members of the education community, it is important to use our knowledge to better our communities.”

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

For me, graduating from ��ý�Ļ��Ʒ represents furthering my personal commitments to myself, my students and my community. I have always been passionate about creating change wherever I could. As a graduate from ��ý�Ļ��Ʒ, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

What is your best piece of advice for incoming students?

My advice for incoming students would be to really dive into what interests you, what excites you and what scares you. There are so many unique and thrilling experiences and courses at ��ý�Ļ��Ʒ. Step out of your comfort zone and follow your passions.”

What are your next steps after graduation?

My next steps include continuing my work as a ninth grade human development and history teacher!”

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Meet Derek LeFebre, a PhD outstanding graduate and emerging educational historian shedding light on untold stories in history

Anonymous — Wed, 08 May 2024 15:29:31 +0000

Meet Derek LeFebre, a PhD outstanding graduate and emerging educational historian shedding light on untold stories in history Anonymous (not verified) Wed, 05/08/2024 - 09:29

As an accomplished teacher, emerging educational historian and rigorous scholar, PhD graduate Derek LeFebre demonstrates exemplary passion and commitment to his work.

A Colorado native raised in Aurora, Colorado, LeFebre taught history, science and Spanish in Greeley for over 10 years before starting his doctoral studies. He chose to complete his PhD in Educational Foundations, Policy and Practice at the ��ý�Ļ��Ʒ School of Education to work with renowned Professor Rubén Donato, as LeFebre was familiar with Donato’s educational history research into the experiences of Mexican Americans in Colorado. Instead of Colorado, his research, however, focuses on northern New Mexico, where he and his family have deep roots.

LeFebre’s dissertation examines how Hispano education evolved in relation to the Hispano land rights struggle from 1846 to 1919 in Northern New Mexico after the U.S. occupied New Mexico in 1846. His dissertation argues that Hispanos (individuals with multigenerational roots in southern Colorado and northern New Mexico) established schools to defend their land and autonomy, and his research “underscores how Hispano schools strengthened and fueled the land rights struggle during the late nineteenth and early twentieth centuries.”

To complete his research, LeFebre poured over primary source documents from the late nineteenth and early twentieth centuries, including Spanish-language sources by Hispano educators and community members. In doing so, he also found and told stories of educators who became leaders in the struggle for Hispano land rights.

“Derek illustrates early examples of social justice educators in the late 19th century, including principles of social justice unionism, wherein education was oriented toward social change, linguistic preservation, and critiques of power and domination,” said Donato, his award nominator and dissertation advisor.

LeFebre’s outstanding dissertation and commitment to telling these untold histories of a community not well-represented in history is why the Donato nominated LeFebre for the 2024 Outstanding Dissertation Award.

“He is one of the hardest-working students I have advised through my 35-year career in higher education. As a committed and rigorous scholar, Derek has demonstrated to be a remarkable student, instructor, researcher and community member with true critical consciousness of racial inequities within the educational system.”

LeFebre is excited to share his research with relatives and community members who, like his family, have deep roots in northern New Mexico and southern Colorado.

After graduation, LeFebre will begin preparing for the 2024 Western History Association Conference in Kansas City, where he will present on a panel, “Pedagogies of Liberation.” Not only does this graduation represent a significant milestone for LeFebre, it also marks Donato’s retirement after multiple decades. The legacy of scholarship documenting the many powerful contributions of Hispano educators and activists is in good hands as Donato passes the torch, and leaders like LeFebre take up this impactful and overdue scholarship.

In his own words

Please tell us a bit about yourself

I was born in Denver and raised in Aurora, Colorado. All my K-12 schooling experiences occurred in Colorado public schools. I graduated from high school in 1999 and became the first-generation in my family to attend and graduate from a university in 2004. I earned a bachelor's degree in Spanish and master's degree in history from the University of Northern Colorado. I chose ��ý�Ļ��Ʒ because I wanted to study the history of education in northern New Mexico with Dr. Rubén Donato.”

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

I learned a lot about generosity during my time at ��ý�Ļ��Ʒ. There were so many generous people who assisted and supported me on the PhD journey. For example, Bill and Connie Barclay funded my dissertation research with a Miramontes Doctoral Scholars fellowship. During the COVID-19 pandemic, there were many generous archivists and librarians who digitized archival sources and opened archival repositories for me. My advisor, Dr. Rubén Donato, was especially generous with his time. He spent hours reading and discussing my dissertation drafts. Finally, there was family. My primos Marc and Ida in Albuquerque hosted me during several research trips, discussed my project, and helped me translate old archival records. My wife, Elizabeth, and my children, Elias and Sylvain, were especially generous as they allowed me the time and space to complete this work. I am inspired by these acts of generosity. In the next chapter of my life, I am excited to be similarly generous to others.”

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

My family is very proud that I will graduate from ��ý�Ļ��Ʒ. They are proud that I will earn a PhD in Education. Many of my relatives and community members are also excited to read my research about the history of education in New Mexico. I have already shared it with several individuals who, like me and my family, have deep roots in northern New Mexico and southern Colorado.”

What is your best piece of advice for incoming students?

Start writing. Dedicate an hour of time to writing in the early morning. Write at your local coffee shop. Be the first one to order a drink. Get to know the baristas. They should expect to see you every day. Keep a journal. Write a term paper. Compose a letter to your grandmother. It does not matter what you write. It matters that writing becomes a normal part of your daily routine. You will thank yourself for establishing this habit. Writing your dissertation will not be easy, but with a writing routine in place, it will come more naturally. You might even enjoy it. So...start writing.”

What are your next steps after graduation?

After graduation, I will begin preparing for the 2024 Western History Association Conference in Kansas City. I am one of four historians who will present on panel called, ‘Pedagogies of Liberation.’”

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Beautiful Opportunities: Education Graduate Jessica Valadez Fraire is reimagining her classroom for all students

Anonymous — Mon, 06 May 2024 21:04:50 +0000

Beautiful Opportunities: Education Graduate Jessica Valadez Fraire is reimagining her classroom for all students Anonymous (not verified) Mon, 05/06/2024 - 15:04

Jessica Valadez Fraire will soon graduate with an Elementary Education degree from the University of Colorado Boulder, but she didn’t set out to be an elementary teacher.

Her early schooling experiences were “isolating and difficult” as a Brown, bilingual student growing up in largely white, affluent Boulder.

Valadez Fraire’s life experiences were not reflected in her classrooms, and consequently, she didn’t value school. She was often in trouble, including a heart-stopping moment in fifth grade when a teacher threatened police involvement over a dispute with a classmate. The daughter of migrants, Valadez Fraire still requires deep breaths to talk through trauma from that experience and others.

Finally feeling seen

Those detrimental experiences began early and persisted until Valadez Fraire enrolled in a ��ý�Ļ��Ʒ youth leadership program for Chicano/Latino high school students called Aquetza, where she finally felt seen as a scholar.

“It was life-changing,” she said through tears. “It gave me a sense of purpose, because I received messaging that I was a valuable person who had things to contribute to this world. It really changed my perspective on what education could be.”

Aquetza ignited the fire she already had burning for social justice. Combined with family’s unconditional support, she enrolled ��ý�Ļ��Ʒ’s Leadership and Community Engagement major.

As a first-year student, an assigned podcast episode about the absence and importance of culturally diverse curriculum for elementary students in particular hit her hard. She had not been interested in working with young children, but she cautiously and curiously changed her major to Elementary Education.

“I was like, ‘Dang, should I be a teacher?’ It was an epiphany for me,” she said. “I ended up loving (the Elementary Education major). It's the perfect path for me, because I think it's super important for students to have teachers who look like them, who speak their language, and who care about their development as people. That's how I see education — a tool for students to negotiate their world and create a better world.”

Infusing culture into the classroom

Valadez Fraire brought that ethos to her student teaching in Denver this year, just as unprecedented numbers of newly arrived migrant students enrolled in her school and many schools nationwide, altering classroom demographics and needs.

Since the start of 2023, an estimated 42,000 migrant have moved to Denver according the to the city, leading some school leaders, legislators and the media to label the influx of newcomers as a “crisis.” But Valadez Fraire sees it as a beautiful opportunity.

(The Elementary Education major) is the perfect path for me, because I think it's super important for students to have teachers who look like them, who speak their language, and who care about their development as people. That's how I see education — a tool for students to negotiate their world and create a better world.”

“As a teacher, it's been difficult to plan and meet the needs for all of my students, because a lot of my students are coming to school with trauma and difficult circumstances in their lives,” she said.

“But it's also been very beautiful to bring in culturally sustaining approaches, allowing them to have more agency, and seeing them empowered in the classroom.”

Valadez Fraire infused her students’ culture and background into her STEM lessons. A recent astronomy lesson included the ancient wisdom that South American cultures have long carried about the solar system and earth sciences.

“There’s not really talk about other cultures and their knowledge in science, or it is seen as a humanities lesson,” she said. “Integrating that into science is important because students can see themselves as scientists and mathematicians. I noticed they were more engaged because the lesson had something to do with their identities. It was cool.”

Graduation is only the beginning

For her culturally and linguistically sustaining teaching practices and critical contributions to the education learning community, Valadez Fraire has been selected by faculty as the Outstanding Graduate for the Elementary Education Program. She’ll accompany the interim education dean at the ��ý�Ļ��Ʒ commencement ceremony to help confer the education degrees in front of the packed crowd at Folsom Stadium. The “outstanding graduate” distinction is an honor, and it brings complex reflections.

“Sometimes I have difficulty with stuff like this,” she said. “It's like we're being showcased to the university like ‘these are outstanding grads,’ and my experience is not very reflective of what students of color go through at ��ý�Ļ��Ʒ.

“I have difficulty with these distinctions,” she said. “It feels like I am being showcased as an outstanding grad while this experience is not reflective of what students of color go through at ��ý�Ļ��Ʒ.”

“For me, it just means that there's more work to be done.”

Throughout her time at ��ý�Ļ��Ʒ, she leaned on School of Education faculty mentors, like Vanessa Santiago Schwarz and Jamy Stillman, and her friends from programs like UMAS y MECHA, who now feel like family. They helped provide spaces to be vulnerable and share experiences as a student of color at a predominantly white institution as she prepares to enter the largely white teaching profession.

Valadez Fraire is committed to “the work” ahead. She is now a co-director for Aquetza, and she has a fifth-grade teaching position lined up in Denver come fall. The same grade level that shook her as a young person is now a beautiful opportunity to create the kind of classroom that her students deserve.

As graduation nears, Valadez Fraire feels ready to teach and grateful for her supportive community.

“As a first-generation student, graduation means everything to me and my family,” she said, tears welling up. “I'm grateful for all the sacrifices that my ancestors, my parents, and everyone in my family have made to be able to get me here. I haven't done this alone. I've done this with my whole community but especially my family. I am very grateful for all of them.”

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Elizabeth Tetu, trailblazing graduate of the Teacher Learning, Research & Practice program, has more to share with new teachers

Anonymous — Mon, 06 May 2024 16:59:38 +0000

Elizabeth Tetu, trailblazing graduate of the Teacher Learning, Research & Practice program, has more to share with new teachers Anonymous (not verified) Mon, 05/06/2024 - 10:59

A veteran educator with nearly a decade of experience practicing as an elementary school teacher and administrator in New York City, Elizabeth Tetu is well acquainted with the common themes that affect teachers in their first years of teaching.

“Feelings of overwhelm and failure, a sense of having been inadequately prepared, and a reported lack of support to navigate these experiences,” said Tetu. She also experienced “tensions between what I had learned and come to value through my early justice-centered teacher preparation as an undergraduate, and the practices and expectations in my school environments.”

It was these tense experiences that led Tetu to first apply to graduate school, where she was able to unearth the focus of what her research and teaching would ultimately be.

“Both my research and teaching have come to focus on supporting new teachers to find community and self-efficacy to support them to enact their values,” she said.

With an abundance of opportunities to work with pre-service teachers in the Elementary Education program and the School of Education’s commitment to equity, inclusion, diversity and justice, Tetu was drawn to the research potential that the Teacher Learning, Research & Practice (TLRP) program offered.

The TLRP program area offered Tetu a unique opportunity “to learn from/in a community of faculty and graduate students who care deeply AND theorize richly about teachers and teaching,” she said. “Being in community with peers and mentors who move with great authenticity and integrity has taught me ways of integrating my values and ways of being into my identity as a scholar.”

This integration of values that Tetu has learned to harness and utilize in her work were applied well in her time teaching in the Elementary Education program.

“Elizabeth’s attention to equity and justice has been a hallmark of the courses she has designed and taught in the undergraduate Elementary Education program,” said her award nominators, Associate Professors Jamy Stillman and Melissa Braaten.

Gaining the respect and admiration of her faculty mentors, peers and students, Tetu was proudly nominated as the recipient of the 2024 PhD Outstanding Teaching Award.

“Elizabeth’s concerted focus on teaching and teacher education — including her efforts to empirically explore questions about teaching/teacher education in the context of her own practice — have resulted in teaching excellence that far exceeds what is typical for doctoral students.” said Tetu’s nominators. “Elizabeth has excelled as a course instructor while making immeasurable contributions to the Elementary Teacher Education program through her teaching, course development, leadership, and scholarly activities.”

As the first graduate of the TLRP program, Tetu’s trailblazing contributions to the Elementary Education program during her doctoral program are only the beginning, and she is excited to be returning to the School of Education as an Assistant Teaching Professor at the end of this summer.

Before Tetu returns to the Elementary Education program, she has another important goal to accomplish in Europe this summer, hiking the famed Camino de Santiago.

In her own words

Please tell us a bit about yourself

I grew up and attended public schools in southeastern Pennsylvania, and I attended college/graduate school in NYC. I was an elementary school teacher and administrator for nine years in New York City. In my different roles, I saw (and experienced myself) some common themes in the first year of teaching: feelings of overwhelm and failure, a sense of having been inadequately prepared, and a reported lack of support to navigate these experiences. In my own early teaching career, I also experienced tensions between what I had learned and come to value through my early justice-centered teacher preparation as an undergraduate, and the practices and expectations in my school environments. This problem is what made me want to apply to graduate school, and ultimately both my research and teaching have come to focus on supporting new teachers to find community and self-efficacy to support them to enact their values. I chose ��ý�Ļ��Ʒ for a few reasons: (1) the TLRP program area and the unique opportunity it offered to learn from/in a community of faculty and graduate students who care deeply AND theorize richly about teachers and teaching, (2) the school's commitments to equity, inclusion, diversity, and justice, and (3) the abundant opportunities available here to teach and work with pre-service teachers in the elementary education program."

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

I came to graduate school with very little knowledge about the academy and learned very early on that there are strong pressures in academic spaces to produce rather than humanize, perform rather than listen, and achieve rather than learn. My time at ��ý�Ļ��Ʒ, especially being in community with peers and mentors who move with great authenticity and integrity, has taught me ways of integrating my values and ways of being into my identity as a scholar. I feel that this integration is the only way to do justice-centered work and remain whole in the academy, and I'm grateful to everyone who has helped me to see that."

What is your best piece of advice for incoming students?

Doctoral education is full of difficult experiences: critically reflecting on your teaching, having conversations across infinite lines of difference, the big milestones (comps and dissertation) and so much more. Although these experiences contribute to a lot of individual growth and accomplishment, you in fact navigate them with peers and mentors. And there are SO many wonderful people teaching and working at ��ý�Ļ��Ʒ. If I could give an incoming student one piece of advice, it would be to find people that you both respect and trust. Having the right people on your committees and collaborative teams can turn all of the challenges into precious gifts, as you are transformed by the expertise and generosity of others."

What are your next steps after graduation?

First, I'm going to take half the summer off to hike the Camino de Santiago! I see it as an opportunity to reconnect with myself before moving into the next phase of my career. In the fall, I am returning to ��ý�Ļ��Ʒ as an Assistant Teaching Professor in Elementary Education."

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MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher

Anonymous — Fri, 03 May 2024 22:22:42 +0000

MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher Anonymous (not verified) Fri, 05/03/2024 - 16:22

After working for the ��ý�Ļ��Ʒ Office of Information Technology for six years, Marcus Williams decided to switch careers and enroll in the one-year intensive MA+ Secondary Humanities Teacher Licensure program to become a teacher.

“As a teacher, Marcus is guided by unwavering commitments to justice and to organizing culturally responsive classrooms that honor youth voice,” said Assistant Professor Sara Staley, one of his award nominators. Staley nominated him for the Outstanding Secondary Humanities Master’s Plus Teacher Licensure Program Graduate award.

For his inquiry capstone project, he explored his and his students’ metacognition skills, asking his students to create literacy goals for themselves and guiding them through executive functioning strategies in order to create a safe and equitable learning environment. As a teacher, Williams believes in critical self-reflection and examining his own biases.

“Learning is vulnerability; teaching is vulnerability,” said Williams. “If I want my students to be open and honest then I must also be open and honest.”

Williams is also an advocate and believes in paying it forward for future student teachers like him. Earlier this spring, Williams testified at the Colorado State Capitol for a hearing for House Bill 24-1290, which discussed state appropriations for the Student Educator Stipend Program established in 2022 to reduce financial barriers for students completing their clinical practices. At the hearing, he testified on the impact of student stipends on his teaching career.

“Without this stipend, I would not be here in front of you today, but perhaps more importantly, without this stipend I would not be in the classroom,” said Williams.

“I am proud to be in a profession where I can serve the young people of my community, happy to wake up every morning knowing I have the opportunity to do this for the rest of my working life, and I am thankful to a state that has given me this chance.”

In the fall, Williams will teach personal finance, intro to business/marketing and creative writing at Niwot High School.

In his own words

Please tell us a bit about yourself

I received my English and economics degrees from Virginia Tech and an MFA in creative writing and now, an MA in Curriculum and Instruction from ��ý�Ļ��Ʒ. I have also worked for ��ý�Ļ��Ʒ in the Office of Information Technology for the past six years. I've loved penguins ever since I saw them at the Boston Aquarium in second grade, and I hate onions. Most importantly, I own many, many hats.”

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

Learning is vulnerability; teaching is vulnerability. If I want my students to be open and honest then I must also be open and honest.”

What is your best piece of advice for incoming students?

The only life path is the one behind us.”

What are your next steps after graduation?

I will be teaching Personal Finance, Intro to Business/Marketing, and Creative Writing at Niwot High School.”

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Living the dream: Hasan Elsayed found his passion for teaching science and math

Anonymous — Fri, 03 May 2024 18:43:54 +0000

Living the dream: Hasan Elsayed found his passion for teaching science and math Anonymous (not verified) Fri, 05/03/2024 - 12:43

Born and raised in Aurora, Colorado, Hasan Elsayed had a love of math and science from an early age. Now as a math and science teacher, he gets to live his dream of empowering students to pursue their aspirations and achieve success.

Despite initially planning to pursue physics and graduate studies in high-energy physics, Elsayed’s experience as a Learning Assistant for physics courses at ��ý�Ļ��Ʒ inspired him to pursue a career in education.

Co-developed by Education Professor Valerie Otero, the Learning Assistant program trains undergraduate students in pedagogical content and inclusive pedagogies, so that they are part of the instructional team—breaking down traditional power structures in higher education.

After two semesters as a Learning Assistant, Elsayed realized his passion for teaching, and he enrolled in the CU Teach Undergraduate Teacher Licensure program, where he has been selected as the program’s 2024 Outstanding Graduate.

“Hasan is a leader in the CU Teach licensure program, and he’s dedicated to teaching STEM for equity and justice,” said Will Lindsay, assistant teaching professor in STEM Education and one of Elsayed’s award nominators. “His caring temperament, kindness and dedication to building authentic relationships with students are uniquely suited to ensuring that all students identify themselves as knowers and doers of STEM.”

Lindsay also noted that Elsayed’s mentor teachers, peers and professional colleagues have praised his ability to plan and facilitate lessons that aligned with state academic standards, and their interactions with him have helped them grow as educators.

Following his student teaching at Centaurus High School in Lafayette, Elsayed was able to secure his first official teaching position at the same school, where he also coaches e-sports and boys’ volleyball. But first, he will celebrate his graduation from the ��ý�Ļ��Ʒ School of Education with a month-long adventure in Iceland, Germany, Spain, and backpacking through the Dolomites Mountains in Italy.

In his words

Please tell us a bit about yourself

I was born and raised in Aurora Colorado, the youngest of five siblings. Growing up I always had a love for both math and science. Throughout my education I have come to really appreciate the feeling of struggling through a difficult problem and finally arriving at a solution. Only one thing makes that experience better through, and that is sharing it with another person. I originally planned to attend ��ý�Ļ��Ʒ to get a degree in physics and set myself up to go to grad school for high energy physics. However, after spending two semesters as an Learning Assistant in the Physics department, I knew I had found my passion. I knew I wanted to go into education. After learning and growing in the School of Education, I landed a job at a great school at Boulder Valley School District, and I am now living my dream of supporting students to become empowered as individuals so that they can pursue their dreams and achieve their goals. I am extremely grateful to the School of Education and especially my peers and professors who taught me so much! Thank you!

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

At ��ý�Ļ��Ʒ I realized that when we are passionate about something in the way that I am passionate about education, the work that we put into our passions doesn't feel like work. Instead it feels like the right thing to be doing, and a useful expenditure of the limited time we have/share here together. Not only that but when our passions allow us to support others, then, I believe, we are engaging in truly rewarding and fulfilling work that makes a difference in our and others lives.

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

Graduating from ��ý�Ļ��Ʒ means a great deal to me and my family. My mother couldn't be more proud. I feel as though a major chapter in my life has come to a close, and it couldn't be a better end to that chapter. I know that I will take many of the lessons I learned at CU with me for the rest of my life. I also have lifelong friends and colleagues that I have made during my time here. Not only that but by pursuing my passion for education and becoming a classroom teacher, I also think that I have taught my family a lesson about truly considering what we value in life and what we want to spend our time doing.

What is your best piece of advice for incoming students?

Read the assigned literature, you will learn a great deal from the insight of great minds.

What are your next steps after graduation?

I have been lucky to land a great job at the school I student taught at, and I will be teaching both math and science next year! At my school I coach the e-sports team and the boys volleyball team, and I love doing both! This summer I plan to take a month-long trip to Europe visiting Iceland, Italy, Germany, Spain, and backpacking through the Dolomites!

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MA graduate Bethany Morton is modeling advocacy for her students and inclusive mathematics education

Anonymous — Fri, 03 May 2024 18:21:27 +0000

MA graduate Bethany Morton is modeling advocacy for her students and inclusive mathematics education Anonymous (not verified) Fri, 05/03/2024 - 12:21

Throughout her academic journey at the ��ý�Ļ��Ʒ School of Education, Bethany Morton has demonstrated an unwavering dedication to creating inclusive and supportive learning environments for her students, particularly children from marginalized backgrounds.

A fourth-grade teacher at Colfax Elementary School, Morton has been selected as this year's outstanding STEM Education master’s graduate for the ways she thoughtfully questions how current practices and policies in math and science education are not yet serving minoritized youth and her support of colleagues and educators seeking more humanizing mathematics education experiences for students.

“Bethany draws upon her expertise in sociology by delving deeply into the history of the subject areas to theorize how they led to inequitable experiences for minoritized youth at a foundational level,” said award nominators and STEM Education Faculty David Webb and Melissa Braaten. “Bethany understands the constraints imposed upon her as a classroom teacher and factors that contribute to educational injustice.”

Morton’s capstone project investigated the presence of opportunities for mathematical reasoning and justifications in elementary classrooms, identifying areas for teacher collaboration and professional development to better support educators and student learning.

Reflecting on her experiences at ��ý�Ļ��Ʒ, Morton said she is grateful for the advocacy in education that was modeled by her professors and encourages new students to embrace authentic learning experiences.

“During challenging times, several professors at ��ý�Ļ��Ʒ served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students,” she said. “As I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy, but also showed me ways to be an advocate for teachers and students.

“From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at ��ý�Ļ��Ʒ have equipped me to be an advocate for students and teachers.”

Following graduation, Morton plans to continue her advocacy as an elementary school teacher in Denver Public Schools, while also considering opportunities for leadership roles, further education and international teaching experiences, all driven by her passion for education and equity.

In her words

Please tell us a bit about yourself

Although I was born in Colorado, I spent most of my life in Georgia. When it was time for college, I wanted to return to Colorado, and when I visited ��ý�Ļ��Ʒ, I immediately knew it was where I wanted to be. While my goals and dreams have always centered around being an elementary school teacher, it was my undergraduate experience at ��ý�Ļ��Ʒ that strongly influenced my perspective on education and motivations as a future educator. While here, I was inspired to become a culturally responsive teacher, prioritize equity and passionately advocate for students' learning needs. When I finished my undergraduate degree at CU, I knew I wanted to continue in my education. Due to many impactful professors and things learned, I knew I wanted to stay at ��ý�Ļ��Ʒ, a place where I could continue to grow as an educator.

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

One of the most significant lessons I have taken away from being a student at ��ý�Ļ��Ʒ, both through my undergraduate and graduate studies, is the importance of being an advocate for my students, myself, and others. My professors and coursework have shed light on the many inequalities embedded in our education system. Yet, they have also shown me the importance of advocacy.

During challenging times, several professors at ��ý�Ļ��Ʒ served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students. Their mentorship also highlighted the significance of agency in effecting positive change. Furthermore, as I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy but also showed me ways to be an advocate for teachers and students. From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at ��ý�Ļ��Ʒ have equipped me to be an advocate for students and teachers.

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

Personally, graduating with my master’s from ��ý�Ļ��Ʒ represents a commitment to being a lifelong learner and to continuing to work towards being the best teacher for my students’ and school community.

What is your best piece of advice for incoming students?

My advice for new students would be to fully embrace the authentic learning experiences offered within the School of Education. Throughout your coursework, you will encounter numerous opportunities to engage in meaningful and authentic learning experiences. Take advantage of these opportunities as they directly contribute to your growth as a future or current educator and can be used to make a real impact in education.

What are your next steps after graduation?

Following graduation, I will continue to be an elementary school teacher in the Denver Public School system, where I am a fourth-grade teacher at Colfax Elementary. Looking ahead, I have many different ideas such as moving into a leadership role, pursuing a PhD, and teaching abroad. However, regardless of the path, education will always be my passion and focus.

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Soon-to-be social studies teacher Emma Hoeschler is ready to empower her students

Anonymous — Fri, 03 May 2024 17:04:33 +0000

Soon-to-be social studies teacher Emma Hoeschler is ready to empower her students Anonymous (not verified) Fri, 05/03/2024 - 11:04

From heliest memories, Emma Hoeschler knew she wanted to be a teacher.

“I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be,” she said.

Hoeschler's teaching focus only began to manifest itself after a pivotal U.S. government class in her senior year provided her with a firsthand experience of the connection that can exist between classroom content and her personal life.

“I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities,” she said.

Fulfilling her dreams of becoming an active changemaker in her community, Hoeschler was a founding member of the School of Education Student Government, creating learning opportunities in the School of Education community for students, staff and faculty.

Nominated to be the 2024 Outstanding Secondary Humanities Undergraduate Teacher Licensure Program Graduate, Hoeschler has gained much admiration from her mentors.

“She embodies the role of teacher leader,” said her nominators, Professor Wendy Glenn and PhD Candidate Chelsea Kent. “Emma centers equity and justice in her teaching, inviting students to examine how power and privilege have shaped and continue to shape our global society.”

Poised and ready to start her teaching career, Hoeschler will soon be teaching 7th and 8th grade social studies at Explore K-8 in Thornton, Colorado.

“I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students,” she said “I cannot wait to see what the next chapter holds.”

In her own words

Please tell us a bit about yourself

I'm originally from Denver, Colorado. I've known since before I can remember that I wanted to be a teacher. I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be. In my senior year U.S. government class, my teacher tasked my class with finding a problem in our community and proposing a solution for it through the structures of local government. This lesson allowed me to experience firsthand the connection between my personal life and classroom content. I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities. All of my decisions following this experience have been made to fulfill my end goal of becoming a secondary social studies teacher. I chose to attend ��ý�Ļ��Ʒ's Teaching Licensure program due to its focus on bridging the gap between school settings and local communities. When students are able to bring their experiences and passions in the classroom space, learning inherently becomes more student-driven and impactful. The past four years have enabled me to experience a variety of social studies classroom settings throughout Boulder and have solidified my love of teaching. I am currently finishing my student teaching experience at Casey Middle School in Boulder, Colorado, and I cannot wait to see what the next chapter holds."

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

One of the most significant lessons from my time at ��ý�Ļ��Ʒ that I will carry with me into the next chapter of my life is that good things take time. Especially throughout college, it's easy to feel rushed and forced to move quickly to finish everything you can. I've learned that it's important to be intentional with my time and that it's okay to spend extra time to produce high quality work. It's hard not to compare yourself to others, but college is the best time to forge your own path and find what works for you. College is full of setbacks and achievements, so recognizing that each step of your journey will take however much time as it takes will give you the peace of mind and persistence to keep moving forward."

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

Graduating from ��ý�Ļ��Ʒ represents a long-held dream of becoming an active changemaker in my community. While I knew that I wanted to be a teacher for years before my senior year of high school, it was difficult for me to find a university setting that upheld my core values. The ��ý�Ļ��Ʒ School of Education is different from any other secondary licensure program that I have come across. In this program, we go far beyond simply learning how to teach. CU teachers are poised to become real agents for progress in their schools, communities and the education system as a whole. The skills and knowledge that I have developed throughout my time at CU have prepared me to be a teacher who empowers her students to think critically about our world and work to advance our communities for the better."

What is your best piece of advice for incoming students?

Take time for yourself! Teachers are individuals who give everything they have for their students and their communities, but it's important to recognize that we can't bring our best selves to the table if we're not taking care of ourselves. Learning to balance work life and home life starts in college and developing the skills to draw boundaries is vital. I know I'm biased, but I argue that teaching is one of the most important roles that you can fill for your community. We need teachers who know how to intentionally take time for themselves so they can continue to love to show up for their students for years to come."

What are your next steps after graduation?

This fall, I have accepted a Social Studies Teaching position in Thornton, Colorado. I will be teaching 7th and 8th grade social studies at Explore PK-8. I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students!"

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MA graduate Yazmine Patiño is paving the way for first-generation students to come

Anonymous — Fri, 03 May 2024 16:34:55 +0000

MA graduate Yazmine Patiño is paving the way for first-generation students to come Anonymous (not verified) Fri, 05/03/2024 - 10:34

Yazmine Lynette Patiño is passionate about supporting first-generation college students as one herself.

“I’m the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family” she said. “Graduating from ��ý�Ļ��Ʒ represents sacrifice, growth, and possibilities for myself and for my family.”

Patiño grew up in the San Francisco Bay Area, but she was drawn to ��ý�Ļ��Ʒ's scenic location and the School of Education’s reputation for her master’s studies.

She has been selected as the 2024 Outstanding Master’s Graduate for Educational Foundations, Policy and Practice for her academic performance and her “diligence, thoughtfulness, and excellence in research” that she demonstrated in her classes as well as during her final capstone project. Patiño’s capstone project involved a thorough interviews exploring the experiences of staff members in pre-collegiate programs designed for first-generation and underrepresented students in higher education and it applied theories of community cultural wealth — centering students assets from their families, culture and experiences — and "acompañamiento” — the idea of learning alongside of students.

Patiño’s graduation is only the beginning. She hopes to continue working for the Colorado Department of Education or support first-generation students on college campuses.

In her words

Please tell us a bit about yourself

I'm originally from the San Francisco Bay Area in California, and I moved to Colorado almost two years ago to attend ��ý�Ļ��Ʒ. After graduating with my bachelor's, I knew I wanted to return to school for my master's but wasn't sure what I wanted to study or where. I've always had a love for education and learning and loved the idea of being a part of others' educational journeys. With that in mind, I chose to pursue a master's degree in education. Both the beautiful location and the great things I had heard about the School of Education at ��ý�Ļ��Ʒ drew me to apply for the master's in educational foundations, policy and practice.

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

You, especially as a student, will never have enough hours in the day to read everything there is to read on a particular subject. And that's okay. It takes many, many years to become an expert, so as long as you continue to learn and read about the subjects that interest you, you will be okay.

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

Graduating from ��ý�Ļ��Ʒ represents sacrifice, growth, and possibilities for myself and for my family. I'm the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family, especially when I decided to move away from home to attend ��ý�Ļ��Ʒ. Every educational milestone has also represented the possibilities that are out there for my younger siblings, who now have an older sister to help them through whatever educational pathway they choose to follow.

What is your best piece of advice for incoming students?

I would advise incoming students to make time in their schedule to meet with their professors and advisors at least once every semester. They have such a wealth of knowledge not only about the subjects they teach, but about academia in general that is worth tapping into.

What are your next steps after graduation?

After graduation, I hope to either continue working for the Colorado Department of Education or work on a college campus supporting first-generation students.

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Meet Higher Education graduate Norma Marquez, a passionate mentor to first-generation students

Anonymous — Thu, 02 May 2024 22:54:27 +0000

Meet Higher Education graduate Norma Marquez, a passionate mentor to first-generation students Anonymous (not verified) Thu, 05/02/2024 - 16:54

With her own unique understanding of being a first-generation student herself, Norma Marquez is a staunch advocate for the many benefits that post-secondary education can provide.

Drawing upon her roots as a second-generation American growing up in rural Texas, Marquez recalls the sacrifices, obstacles and challenges her parents and family have faced in trying to make a better life for themselves in the United States. Seeing her academic achievement as validation of those efforts, Marquez believes accessible and affordable education is essential for first-generation students and overcoming generational poverty.

Revered by colleagues and faculty as an emerging Latina leader and scholar, Marquez’s appreciation of the themes and theories in her graduate program were put to impressive use in her capstone project where she analyzed the efficacy of a mentoring program that serves first-generation college students at CU Denver through her current role as the Program Manager for the Pre-Collegiate program.

As the recipient of the 2024 ��ý�Ļ��Ʒ Outstanding Higher Education Graduate award, Marquez has exemplified both the scholar and practitioner personas in the program through her critical insight on the topics of diversity, equity and justice in higher education — insight that Marquez has gained through her passionate work serving first-generation students in non-profit, for-profit and publicly funded educational settings.

Recently accepted into the Educational Doctoral Program at CU Denver with a focus on Justice, Equity, Diversity and Inclusion in Education, Marquez will continue her impassioned studies on ways to support historically marginalized students and their access to post-secondary education.

In her own words

Please tell us a bit about yourself

I was born and raised in rural Texas where I attended and graduated from the University of North Texas as a first-generation student. I have dedicated a lot of my work serving first-generation students in non-profit, for-profit and publicly funded educational settings. I currently work as the High School Program Manager for the Pre-Collegiate Program at CU Denver. I have always believed every student has the right to affordable and accessible education and I wanted to continue to help first-generation students achieve post-secondary education. This is why I chose the Master’s in Higher Education (MAHE) program at CU-Boulder. I chose this program as I truly believe it allows any higher education professional to gain insights of all aspects of the student/staff role in higher education. I live in Castle Pines, and the commute was worth it every single time."

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

The impact that education can have on a community. Because of the lessons gained through the MAHE program, I was able to assist many of my students at CU Denver and influence them in ways I would not have been able to without this program. I never thought about the trickle effect education carries, but I will certainly carry this throughout the next chapter of my life."

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

My parents immigrated to Texas in the ’90s and are originally from Guanajuato, Mexico. They have both worked very physically demanding jobs, mostly as dairy farmers, throughout their lives to give me and my siblings a better life and opportunities. My siblings and I would not be the successful professionals we are today without their sacrifices. I also took a huge leap of faith when moving out of my parents' home and coming to Colorado with my partner four years ago. I had no idea I would be going back to school. Graduating from ��ý�Ļ��Ʒ with a master’s degree further validates all the sacrifices, obstacles and challenges my family and I have faced while trying to make a better life and establish ourselves in this country. This further exemplifies how education is the best way out of generational poverty for our communities. I would not be where I am today in my career had it not been for this program."

What is your best piece of advice for incoming students?

No matter how much imposter syndrome you may have, BE CONFIDENT IN YOURSELF. I came in with so much imposter syndrome, thinking I didn't have the skills to succeed. Honestly, I was afraid I wasn't even going to finish. This program is more than just a classroom, it is a community where you are fully supported in being your authentic self."

What are your next steps after graduation?

This program left me with a desire to learn more about how to support historically marginalized students and their desires to achieve post-secondary education. I was accepted in the Educational Doctoral Program at CU Denver with a focus on Justice, Equity, Diversity and Inclusion in Education. I will begin my program this summer and I am very excited to continue my education. I will also continue my role as Program Manager for the Pre-Collegiate Center at CU Denver and use what I have learned in my program to find new ways to continue to support my students."

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