Master's

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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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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MA Graduate Silvia Ortiz is a passionate advocate for rural, bilingual learners

Anonymous — Wed, 24 Apr 2024 21:50:38 +0000

MA Graduate Silvia Ortiz is a passionate advocate for rural, bilingual learners Anonymous (not verified) Wed, 04/24/2024 - 15:50

As a proud bilingual educator, Silvia Ortiz exemplifies excellence in teaching, leadership and advocacy for bilingual learners at her school and in her small rural district. Ortiz is a passionate advocate for her mostly Latinx bilingual students as an English Language Development Teacher at Hudson Elementary School in Weld RE-3 School District.

As a member of the BUENO Center for Multicultural Education’s Northeast Teacher Cohort, Otriz was able to earn her Master’s Equity Bilingualism and Biliteracy from the ��ý�Ļ��Ʒ School of Education by attending courses close to home in Brighton and alongside 20 peer educators across three districts in the rural northeast region of Colorado.

Respected by her colleagues and revered in her community, Ortiz is also a strong bilingual writer and thinker. She completed her Teacher Inquiry Project, the culminating project and report for her master’s program, bilingually written in Spanish and English where she explored bilingual identities of her young Latinx students through linguistically and culturally responsive children’s literature.

For her work as an exemplary educator and graduate student, Ortiz has been selected the 2024 Outstanding Graduate of the Master’s in Equity, Bilingualism and Biliteracy Program by the faculty in the BUENO Center. However, she has been a member of BUENO Center community since she participated first in the BUENO Career Ladder program in 2005, a partnership between ��ý�Ļ��Ʒ and Aims Community College, on her pathway to becoming a teacher. Engaging in the master’s program helped bring Ortiz’s career, education, and connections with ��ý�Ļ��Ʒ full circle.

In her own words

Please tell us a bit about yourself

My journey to ��ý�Ļ��Ʒ is a unique one. I reside in the Brighton area and teach in a small town in Northeastern Colorado. During my undergraduate program, I had the privilege of participating in the BUENO program through the Career Ladder Program. This experience not only deepened my passion for educational equity but also paved the way for my decision to pursue my master’s degree through the BUENO program at ��ý�Ļ��Ʒ. The opportunity to return to BUENO now as a graduate student was a clear sign that this was the right path for me."

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?

I have always considered myself a lifelong learner, and my time at ��ý�Ļ��Ʒ has satiated my desire to explore new learning and revive my passion for equity for bilingual learners. The most profound and significant lesson I take away from my time at ��ý�Ļ��Ʒ is this: all of our students come to us with various gifts and talents. It is up to us, educators, to explore such gifts and talents and leverage them to inspire and nurture independent learners and thinkers. By disrupting injustices created by systemic oppression we give our students the opportunities to thrive."

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

Graduating from ��ý�Ļ��Ʒ as a BUENO Center master’s student is a momentous achievement. ��ý�Ļ��Ʒ has always been at the forefront of educational equity and advocacy for bilingual students and communities. As a Latina, this accomplishment holds a special place in my heart. It is a testament to my dedication and the support I have received from my community. This honor will undoubtedly enrich my work with my brilliant bilingual students."

What is your best piece of advice for incoming students?

I believe that one’s most remarkable ability is the ability to use metacognition. The ability to evaluate, monitor, and apply new teachings to our understanding is essential. A student with the caliber of being a critical thinker and having metacognitive awareness will find success in their endeavors."

What are your next steps after graduation?

As a lifelong learner, I have enjoyed my time as a student. Now is the time to apply all of what I've learned. My graduate program was robust and rich, with mastery in the field of educational equity. Now is my time to discern how best to apply my newfound knowledge in my specific role. Furthermore, I would like to inspire other educators through my example and leadership."

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MA Graduate Kendall Wulbrun believes all students should have opportunities to learn

Anonymous — Mon, 08 May 2023 05:03:19 +0000

MA Graduate Kendall Wulbrun believes all students should have opportunities to learn Anonymous (not verified) Sun, 05/07/2023 - 23:03

Growing up, Kendall Wulbrun always felt seen and safe to be herself in the classroom. Now she is interested in devoting her career in higher education and education policy to ensuring all students have the same opportunities that she has been afforded.

“I want all students to have those opportunities and to be able to discover their passions and dreams in fulfilling, supportive educational environments,” she said.

“What we look like, where we come from, or what we believe shouldn't dictate where we can go in life. I believe education plays a crucial role in shaping future opportunity, and we have a responsibility to ensure every child has access to a quality education at all levels of schooling.”

Motivated to learn more about educational equity, Wulbrun originally enrolled in graduate school at ��ý�Ļ��Ʒ interested in the PhD program in Educational Foundations, Policy and Practice in the School of Education, but she discovered the master’s program was a better fit for her long-term goals as an educational researcher.

A former college admissions counselor, Wulbrun’s research interests focus on the intersection of higher education and justice. In her master’s capstone project, Wulbrun conducted an original empirical study of how admissions counselors evaluate applications, drawing attention to less visible criteria that can inadvertently reinscribe inequities between applicants. Her study also drew attention to institutional constraints that structure the work of admissions counselors —time, capacity, and considerations about the financial qualifications of families. Her project posed powerful questions about the less-visible processes and political economic pressures that subvert institutional commitments to equity and inclusion in higher education.

Following graduation, Wulbrun began work as a program associate and research assistant at the John W. Gardner Center for Youth and their Communities at Stanford University and as a research fellow at the Campaign for College Opportunity. This fall, she will begin a doctoral program in educational policy at Stanford.

Her journey as an up-and-coming educational researcher is coming full circle with guidance and support of ��ý�Ļ��Ʒ faculty mentors, particularly, Terri Wilson and Kevin Welner. Wilson and Welner described Wulbrun, this year’s Outstanding Graduate in Master’s in Educational Foundations, Policy and Practice program, as “an outstanding student… who deeply engaged in her classroom communities, thoughtfully contributing to different class discussions, meeting/collaborating with peers, and supporting new students.”

Wulbrun says she is indebted to their support and her experiences at ��ý�Ļ��Ʒ for helping her get one set closer to her dream as an influential educational researcher and leader in advancing educational equity.

In her words:

Please tell us a bit about yourself

I'm originally from Illinois, but my family moved around a lot growing up. I've lived in just about every region of the country now. I currently live in the Bay Area in California with my fiancé. I've always known I wanted to work in education in some way. As an undergrad student at TCU, I was really involved in various programs on campus that allowed me to get to know staff members in the admission office and student affairs, which influenced my interest in a career in higher education. After graduation, I worked as an Assistant Director of Undergraduate Admission at Santa Clara University. I knew I wanted to go to graduate school in the future, and my time working in college admissions sparked a lot of questions in me about how the process operates and the inequities that persist in access to higher education. I was originally interested in the PhD program at CU but ended up doing the M.A. program instead, which was ultimately such a great choice for me. I knew the master's program at CU would help prepare me for my future research interests and career goals.

Over the past year, I have worked as a program associate and research assistant at the John W. Gardner Center for Youth and their Communities at Stanford University and as a research fellow at the Campaign for College Opportunity. This fall, I will begin my PhD in Educational Policy at Stanford University - the dream I set for myself before arriving at CU (and I don't know that it would've been possible without the experiences I had and relationships I built while I was there)."

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

I met so many great faculty members who turned into strong mentors and learned so much from my classmates who work in other areas of education. Both my professors and classmates encouraged me to pursue the work I wanted to do, even given the short amount of time I spent at CU. Their faith in my work and belief in the value of what I want to do has been such great motivation for my future goals. I was able to pursue a full IRB-approved research project in my one year at ��ý�Ļ��Ʒ. I couldn't have undertaken such an endeavor while also taking four classes and applying to PhD programs without the support of my professors.

Specifically, Dr. Welner and Dr. Wilson were incredible mentors and supporters throughout my time at CU! I will always be so grateful for the relationships I built with them and the advice they shared with me. Last spring, I had to decide whether to pursue a PhD in the fall or reapply to the programs I really wanted. Dr. Wilson took such great interest in my decision and assured me to follow my instinct and wait for what I really wanted, even though it felt a bit crazy to me at the time. From where I am now, I can't thank her enough for that advice and providing me with the support and reassurance I needed in that moment."

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

Graduating from CU last summer was a great experience. To me, it was motivation and proof that I'm doing what I'm supposed to do. I felt such a great sense of belonging in the classroom in the School of Education and so reassured and challenged by those around me. Finishing the EFPP program reignited my fire to continue fighting for educational equity."

What is your best piece of advice for incoming students?

Use class readings and assignments to further your own interests and answer questions you have about your own experiences. Classes are an opportunity to expand your understanding of other topics in education, while also investigating and refining your own interests. Find ways to make the work meaningful and useful to you. It's much more fulfilling and rewarding when you are invested in seeking answers to questions that matter to you."

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

I'm motivated by the need for educational equity in this country. As a child, I developed my identity in the classroom and felt the most seen and understood in these spaces. I recognize how the privilege I possess and opportunities I've had have enabled me to be where I am now. I want all students to have those opportunities and to be able to discover their passions and dreams in fulfilling, supportive educational environments. What we look like, where we come from, or what we believe shouldn't dictate where we can go in life. I believe education plays a crucial role in shaping future opportunity, and we have a responsibility to ensure every child has access to a quality education at all levels of schooling."

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Meet Graham Buhse, taking his social studies teaching to the next level

Anonymous — Tue, 02 May 2023 21:02:38 +0000

Meet Graham Buhse, taking his social studies teaching to the next level Anonymous (not verified) Tue, 05/02/2023 - 15:02

Graham Buhse has always strived to be the best teacher he can be and to help all students to feel safe and represented in his high school social studies classroom.

Growing up in Boulder, he feels fortunate to have attended ��ý�Ļ��Ʒ for his undergraduate studies and to return to the university to seek an MA in Curriculum & Instruction Humanities Education, because of the program’s flexibility and relevancy for his teaching.

Now, Buhse has been selected as the program’s 2023 Outstanding Graduate, and he will cross the stage at graduation with tools and network of fellow educators who all help contribute to his expanded effectiveness in the classroom.

Buhse’s nominators underscored his passion for teaching in the humanities and his consistent commitment to students, teaching, and equity throughout his graduate studies. He invests in inquiry that centers students and their opportunities for positive, humanizing school experiences while grappling with substantive issues of policy and practice.

Buhse’s Master’s capstone research project focused on the use of formative and summative assessment in secondary social studies, and his peers and program faculty look forward to continued impressive contributions to the field. Buhse recommends incoming students follow in the footsteps of his graduating cohort and prioritize creating community with other educators.

“Make as many connections with your fellow students and instructors as you can, as those relationships will help you long past your time as a student,” he said.

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Meet Sarah Leonhart, accidental adrenaline seeker and intentional equitable education advocate

Anonymous — Wed, 26 Apr 2023 22:37:26 +0000

Meet Sarah Leonhart, accidental adrenaline seeker and intentional equitable education advocate Anonymous (not verified) Wed, 04/26/2023 - 16:37

Sarah Leonhart credits her support system for helping her pursue and persist in graduate school. Much like hucking a cliff—her true story of accidentally skiing off a cliff with friends, a move reserved for adrenaline junkies —Leonhart entered graduate school in the Learning Science and Human Development program at ��ý�Ļ��Ʒ as a leap of faith, and she is grateful for the support from her network of friends and family.

While working in higher education at the University of Utah, a mentor encouraged her to enroll in a graduate program in education, and she chose ��ý�Ļ��Ʒ to be close to family in Colorado.

Fast forward to today, and Leonhart has been selected by program faculty as the Outstanding Graduate of the Learning Science and Human Development program.

Her research interests include equitable K-12 science education and school hegemony, and faculty honored her as an eager and interdisciplinary student, who dives deeply into how student success and failure are constructed and resisted from sociological, anthropological, and historical perspectives.

Through the program, she has made a powerful impact on the analyses of state science leaders’ noticing for equity. She also contributed to studies of middle and high school student’s collaborative problem solving for the National Science Foundation’s cutting-edge Institute for Student-Artificial Intelligence Teaming (iSAT), an interdisciplinary research community dedicated to transforming classrooms into more effective, engaging, and equitable learning environments through the development of the next-generation collaborative learning.

Leonhart's capstone work focused on ideological hegemony and the perpetuation of systems that continue to disadvantage marginalized communities.

"She advocated for disruption of concepts like meritocracy and competitiveness that define success in terms that inherently advantage dominant culture," said a peer. "Her work was a true "capstone," clearly building on discoveries and concepts she gathered throughout her MA program."

Leonhart will graduate from the ��ý�Ļ��Ʒ School of Education having made her mark on learning sciences studies, while making time for well-being and hobbies and encourages graduate students who follow to do the same.

“You have to make time for yourself,” she says to other students. “Grad school can feel overwhelming and there is a mindset of toxic productivity in academia. Carve out time to explore your hobbies, spend time with friends, and enjoy what Colorado has to offer.”

In her own words

Please tell us a bit about yourself

I was born in raised in Des Moines, Iowa (go Hawkeyes!) although I've moved around quite a bit since then. Before coming to ��ý�Ļ��Ʒ, I was working at the University of Utah/Department of Veterans Affairs as a Research Analyst. My mentor, Andrea Kalvesmaki, was completing her PhD in educational policy from the UoU. Andrea provided me with the knowledge and confidence to navigate applying to graduate school, specifically education programs. I selected ��ý�Ļ��Ʒ to be closer to 2 of my 3 sisters. A lot of my family is from Colorado so it felt like coming 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 the greatest lessons that I learned while at ��ý�Ļ��Ʒ was the importance of community. My greatest, most memorable moments were with my friends and family: singing along to Harry Styles with my friends, accidentally hucking a cliff while skiing with my roommates, engaging in discussions with my classmates... these are the learning moments and stories that I carry close to my heart.”

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

Graduating from ��ý�Ļ��Ʒ is a testament to the support of my family. As cliche as it sounds, I wouldn't have been able to do it without them. They have provided me with a solid foundation to build upon and I cannot thank them enough. I want to give a special shoutout to my grandparents. Their unwavering support over the years has been incredible. Y'all, look at the heights we've reached!”

What is your best piece of advice for incoming students?

You have to make time for yourself. Grad school can feel overwhelming and there is a mindset of toxic productivity in academia. Carve out time to explore your hobbies, spend time with friends, and enjoy what Colorado has to offer. Also, go to therapy. CAPS is a great resource! ”

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

My family and the youth.”

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Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth

Anonymous — Wed, 26 Apr 2023 14:41:29 +0000

Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth Anonymous (not verified) Wed, 04/26/2023 - 08:41

Haydn Crouse had several years of experience teaching in elementary schools and a solid undergraduate underpinning, when she realized she wanted to “become a better teacher for my students.”

Crouse, a kindergarten teacher in the St. Vrain School District, enrolled in the Literacy Education Master’s program a ��ý�Ļ��Ʒ to better support her students’ literacy education and grow as a teacher, and her experience in graduate school fulfilled that dream and more.

“This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program, so I could learn, grow, and continue to become the best teacher I could be,” she said.

A reflective and thoughtful educator, Crouse is motivated to support striving readers, as she makes sense of her own trajectory and supports she received as a student herself.

She draws from her professional development and graduate studies in culturally and linguistically diverse education and her master’s courses in literacy to build meaningful literacy communities for diverse readers. Throughout her coursework, Crouse’s assignments and interactions with colleagues showcased a commitment to asset-based literacy instruction, building from and honoring the cultural backgrounds in her classroom, her faculty nominators said. Many of her students come from different regions, countries, and linguistic backgrounds, starting school in the U.S. in Longmont. Crouse is able to translate research around evidence-based instruction into responsive literacy instruction, assessment, and feedback that accounts for the different strengths and areas of growth in her classroom community.

In addition, Crouse engages in collaboration with colleagues as a thoughtful listener and peer coach, in ways that keep students as the focus. She often shares her own experiences as a learner and about how she is growing as an educator—integrating what she is learning in ways that impact her daily classroom teaching.

When she crosses the stage at graduation, Crouse will be the first person in her family to earn a master’s degree. She plans to use the tools and knowledge she gained through graduate school to make a positive impact in the lives of her students and their educational experiences. She hopes other teachers will follow in her footsteps and find a graduate program that complements their continual growth as teachers.

“As a teacher who is working towards their master’s degree, you are in the most incredible position possible,” she said. “You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgmental professors and colleagues as a soundboard. Although teaching and receiving a master’s degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously.”

In her own words

Please tell us a bit about yourself

I am a fifth year kindergarten teacher who grew up in Louisville, Colorado surrounded by a family filled with love and support. For as long as I can remember, I have wanted to be a teacher. I cannot help but feel that being an educator is what I am meant to do and how I am meant to impact others in life. My greatest aspiration when applying to and beginning the Curriculum and Instruction - Literacy Education program at the University of Colorado Boulder was to become a better teacher for my students.
When I began this program, I was in my fourth year of teaching, first teaching 3rd grade for two years and then moving both states and grade levels to teach kindergarten. Although I believe I received an incredible education in my undergraduate program, I knew there was a lot more I could learn about how to support my students in literacy. This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program so I could learn, grow, and continue to become the best teacher I could be. The University of Colorado Boulder fit my desire to learn about educational literacy research-based practices while also having the opportunity to choose courses outside of the literacy education track that support my desires to become a well-rounded teacher. CU's continued advocacy for diversity and inclusion was also appealing to me, as I could keep these at the forefront of my learning and teaching throughout the program."

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

Throughout my teaching career, I have always known that education is an ever-evolving field. My program at ��ý�Ļ��Ʒ has taught me the value in educating myself in research-based educational practices. Adopting new practices in teaching requires a balance between keeping an open mind while continuing to have a critical lens. ��ý�Ļ��Ʒ has provided me with the background, tools, and resources that allow me to continue learning and growing as an educator throughout and after my master’s program. This way, I can always be growing as an educator, while keeping the strong foundation I have learned through the Literacy Education program.”

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

When I graduate from the University of Colorado Boulder, I will be the first person in my family to graduate with a masters degree. This is something I, and my family, take great pride in. Not only will I show pride for my family, but I will also show pride for my educational community, as I am bettering myself as an educator to support future generations of children. I plan to use the tools and knowledge I have acquired throughout my graduate program to make a positive impact in the lives of my students’ educational experiences. Graduating with a masters degree from the University of Colorado Boulder means I have not only accomplished a great task but I have also obtained a great amount of knowledge that will support me in my goal to be a better teacher for my students.”

What is your best piece of advice for incoming students?

My piece of advice for incoming students pertains to current teachers who are in the masters program specifically. As a teacher who is working towards their masters degree, you are in the most incredible position possible. You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgemental professors and colleagues as a soundboard. Although teaching and receiving a masters degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously. You can do it!”

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

The excitement and passion I have gained surrounding the knowledge I received throughout my program will be a driving catalyst to continue my learning after graduation. I will teach my students with a wealth of knowledge on how to support students in literacy as well as other aspects of their education. My drive to uplift and encourage my students’ success will continue my passion for education after graduation. I am extremely grateful for the professors and instructors I have had the privilege to learn from throughout my time at the University of Colorado Boulder. I will forever be thankful for each and every person who has helped me learn and develop my knowledge during my program, and I promise to never stop learning and pushing myself as an educator.”

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Paying it forward in student affairs, meet Higher Education graduate Lydia Darlington

Anonymous — Mon, 24 Apr 2023 18:42:57 +0000

Paying it forward in student affairs, meet Higher Education graduate Lydia Darlington Anonymous (not verified) Mon, 04/24/2023 - 12:42

A lifelong love of learning and a desire to pursue people-centered work led Lydia Darlington to a career in higher education, and her mentors helped her pursue her master’s degree in higher education. Darlington is the Senior Executive Aide to the Vice Chancellor for Student Affairs at ��ý�Ļ��Ʒ, and she loves her work as a higher education practitioner. Former Vice Chancellor Akirah Bradley, who she holds deep respect for and considers a mentor, encouraged her to pursue the higher education program in the School of Education.

Darlington is this year’s outstanding graduate for the Higher Education (MAHE) program, where she used her practicum project to pay it forward. Darlington worked to build stronger connections between MAHE and Student Affairs, planning a series of three joint professional development sessions for MAHE students and student affairs staff. She also worked closely with MAHE faculty to design and propose a new graduate certificate program in Student Affairs that will help build enrollment pathways into the program and will make MAHE coursework more available to student affairs practitioners across campus.

“Lydia’s interest and drive for improving student affairs practice can be seen in her MA Capstone project, which explores and critiques prevailing student development theories,” faculty nominators said. “Lydia’s project highlights new scholarship centering race, gender, and other identities, showing how these critical frameworks ask us to expand our theories of student development—and to change our work with students.”

Darlington is as an excellent student and a valued member of the School of Education community who has worked to build and strengthen the MA in Higher Education (MAHE) program.

In her own words

Please tell us a bit about yourself

I grew up in a small rural town in central Indiana, the youngest daughter of three. Growing up, my parents instilled in me the principles of love, compassion, and respect for all people and things, as well as a healthy dose of curiosity and tenacity. This type of upbringing helped engrain the value of lifelong learning and a desire to pursue people-centered work. I attended Ozark Christian College, where I attained a BA in Intercultural Studies and met my generous and fun-loving husband, Adam, who has been my greatest encourager. Together, we have two dogs, Frasier and Marcel. Adam and I are excited to celebrate our 10th wedding anniversary this summer! We moved to Colorado in late 2018, and I joined the Division of Student Affairs at ��ý�Ļ��Ʒ in September of 2019. Since then, I have worked in various capacities to support the Vice Chancellor and executive leadership, and I currently serve as the Interim Senior Executive Aide. I joined the MAHE program thanks to the encouragement of former Vice Chancellor Akirah Bradley, who I respect immensely and consider a professional mentor. I can’t thank her enough for urging me to take the next step in my educational journey and earn this degree!."

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

There have been many, many valuable lessons along the way. One I will carry with me always is to not be afraid to take risks – in your coursework, in your professional endeavors, and in your personal journey. For me, this has meant getting out of my comfort zone, asking lots of questions, and investing time and energy in relationship with other people. It can be scary, but the reward is often tenfold!”

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

I am very proud of my time at ��ý�Ļ��Ʒ so far! To me, graduating from the MAHE program represents my lasting commitment to the mission of higher education and the full scope of human discovery and development.”

What is your best piece of advice for incoming students?

Take the time to get to know your classmates and colleagues within your program! They will become your friends, trusted confidants, study-buddies, champions, and support system when things get tough!”

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

I love my work as a Student Affairs practitioner... there is nothing else like the energy and excitement of the college environment! It is a privilege to play even a small part in the life story of so many amazing students and other professionals who go on to make incredible impacts on the local and global community.”

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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 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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