Student News

Going with the flow: How Marisa Mendoza-Maurer is rewriting what education is and can be

Ichigo Takikawa — Wed, 21 May 2025 20:38:00 +0000

Going with the flow: How Marisa Mendoza-Maurer is rewriting what education is and can be Ichigo Takikawa Wed, 05/21/2025 - 14:38

When Marisa Mendoza-Maurer moved from Hawai’i to Colorado to begin her PhD program, she didn’t come alone. She brought with her a husband, two young children and a decade's worth of classroom experience as a secondary English teacher. The leap across an ocean and into a rigorous doctoral program is just one of the many monumental ventures she is undertaking.

Mendoza-Maurer is now in her second year in the �� School of Education's Learning Sciences and Human Development program, a space that aligns with her passions for literacy, identity and compassion.

Her work seeks to bridge metacognition—thinking about one's thinking—with self-compassion, aiming to help adolescents construct more empowering narratives about themselves.

"So many students would tell me, 'I’m not a reader or writer,' or 'I’m stupid,'" she said. "I realized that the type of narrative that youth say about themselves, particularly as they negotiate their literacy identity, really matters."

Centering Compassion in the Classroom

That realization propelled her towards research and led Mendoza-Maurer to the Renee Crown Wellness Institute, where she facilitates a course for the compassion and dignity certificate that’s part of the School of Education's Master's in Teacher Leadership program, part of �� Online. There, she helps current educators learn to extend compassion not only to their students but also to themselves.

"It's really easy for educators to have negative self-talk, too," she said. "There’s this expectation to do it all and do it well. Consequently, a lot of us put guilt and judgment and self-blame on ourselves, saying that if we’re not able to grade all our papers on time, we’re failing. If we’re not attending to the students and the parents and doing our curriculum the way we planned, we’re not 'good teachers.'"

Things like meditative practices are part of the curriculum, reframing teaching as an emotional practice as much as an intellectual one.

"You can rewire your brain for compassion, it teaches you to be more mindful and aware of your thoughts," she said. "It’s about being mindful and aware enough to recognize the suffering, and then doing mindful practices to alleviate that suffering."

Mendoza-Maurer believes that at the end of the day, it’s about educators— and others—giving themselves grace. There’s a lot of pressure for both students and educators to be perfect, but she believes we are all learning.

“It’s about being comfortable with the mess and knowing how to be happy and compassionate regardless.”

Creative, Expressive Education

This ethos drives her work at The Laboratory for Ritual Arts & Pedagogy, or The RAP Lab, a creative scholarly community led by Assistant Professor Kalonji Nzinga. There, Mendoza-Maurer used the transdisciplinary research hub to explore her academic voice through oral recitation, particularly by way of spoken word poetry.

It was in that experimental space, she says, that she felt empowered in a way traditional learning environments hadn’t quite offered. She felt like she had found an avenue where she was able to have fun with theory and ideas and engage with them in a way that made sense to her.

While she acknowledges that there is certainly a place for the traditional academic journal, she also believes "there's an opportunity to make space for more creative forms of writing and publishing," she said. “I want to push forward different notions of what academic writing could look and sound like.”

From the RAP Lab, Mendoza-Maurer has found that there are others like her, critical scholars looking to be creative in their work. She recalls a member who plays the violin and facilitates community-based improv workshops to aid in music composition.

"People often say, 'It didn’t just make me think—it made me feel," she said of the lab’s community gatherings and open mic events.

She finds this particularly important, as many people will not read an academic journal, but they are more likely to listen to music or watch videos. After watching a performance, audience members have said “it's inspiring me to act on the things that I've learned,” she says, "I’m feeling it."

She believes that this is what good education should do: "It connects these ideas, and helps you want to do something to help the world."

The Power of Paddling and Persistence

Outside the classroom and research settings, Mendoza-Maurer finds renewal in another passion: outrigger canoe paddling.

It’s a sport she's practiced while living in Hawai’i, and it's deeply connected to Hawaiian culture and community.

Mendoza-Maurer turned to canoeing during a painful chapter of her life. When she was not selected for a competitive paddling race, she organized her own crossing of the Moloka’i Channel, the waterway between the islands of O'ahu and Moloka'i that is known for its mentally and physically grueling conditions for paddlers. In a one-woman canoe she paddled across 46 miles of open ocean, supported by friends and family in an escort boat.

“I just needed to prove to myself that I could do it. And I did,” she said.

Her journey from classroom teaching to PhD seminars, from ocean waters to Boulder's foothills, has been far from linear, but her passions flow and interconnect with deep intentionality. Mendoza-Maurer doesn’t just study identity development—she lives it.

"Ultimately, I want students and teachers alike to know: you are enough," she said.

When Marisa Mendoza-Maurer moved from Hawai’i to Colorado to begin her PhD, she didn’t come alone. She brought with her a husband, two young children and a decade's worth of classroom experience as a secondary English teacher. The leap, across an ocean and into a rigorous doctoral program, was nothing short of monumental.

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Loraine Glidewell's passion for rural education runs as deep as the Arkansas River

Ichigo Takikawa — Wed, 21 May 2025 20:04:27 +0000

Loraine Glidewell's passion for rural education runs as deep as the Arkansas River Ichigo Takikawa Wed, 05/21/2025 - 14:04 Maddie Rudolph

Before stepping into the world of academia, Loraine Glidewell was waist-deep in the waters of the San Luis Valley, sometimes literally. The photo of Glidewell proudly holding a trout on the Arkansas River says it all: “The level of stoke on my face is basically the same level of stoke I feel when I get to talk about rural education!”

“I originally worked with fish,” said Glidewell. “But I accidentally became a middle school science teacher—best accident ever.”

In Monte Vista, Colorado, Glidewell taught seventh grade, everything from chemistry to dance. But more than the subjects, it was the students and the landscape that shaped her. A snapshot from a field trip to the Great Sand Dunes shows a class of seventh graders learning about science under a sky wider than any classroom ceiling.

“I believe there is magic in rural schools,” said Glidewell. “I've seen it, felt it, experienced it and loved it. I miss it every day.”

The first in her family to graduate from high school and college, Glidewell never imagined pursuing a PhD. But her students sparked a new mission: to advocate for rural schools that are too often overlooked.

Now in the �� School of Education’s STEM Education program, Glidewell is working to ensure that the realities of rural teaching aren’t just known, they’re respected. That’s why she launched the Rural Breakfast Club, a space where future teachers gather at on Friday mornings to talk about rural education and eat donuts—reviving a tradition Glidewell used to do with her middle school students.

“I piloted a survey in 2023 here at �� to see what our pre-service teachers know and think about rural education,” said Glidewell. She was shocked to learn that they knew very little and didn’t think much about it.

“Given that nearly 85% of school districts in Colorado are rural, many of those districts experience severe and continual teacher shortages, and the intersectionality of some of these districts being in some of the highest poverty counties in Colorado and the United States...I felt like I had to do something.”

The breakfast club has since become a small but mighty community, diving into everything from social justice in rural contexts to dismantling stereotypes. Eventually, the group will create a product to promote rural education on campus.

Glidewell originally dreamed of running a field program—Teaching Science in the San Luis Valley—to bring pre-service teachers to rural schools to learn “what science education looks like when you have small class sizes, access to the outdoors and an environment where the school is the heart of the community.” But funding challenges shifted her plan. Instead of bringing students to the valley, she brought the valley to CU.

“It still makes my guts churn that I had to leave my students,” she said. “But I told myself I’m going to bring badass teachers back to them.”

Glidewell's work is personal, purposeful and packed with pride, just like the slides she prepares for class.

“I spend way too much time making them beautiful,” she said. “I know the content is more important than the appearance, but I can’t help myself. I'll spend way too much time on colors, pictures, finding the perfect gif...it's really inefficient, but it makes my heart happy.”

Glidewell will fight tooth and nail—and apparently eyeball—to seek joy and stand up for what she believes in. She once got a fishhook in her eyeball. Yes, really.

In between research, club meetings and dreaming big for rural kids. Glidewell finds joy in the little things.

Because for her, teaching isn’t just about the content, it’s about the community, connection and believing that even the most remote corners of Colorado are full of brilliance worth celebrating.

In her own words

Tell me a bit about yourself:

"I am a fourth-year PhD student in Teacher Education and STEM Education at ��. That’s crazy to say, considering I was the first person in my family to go to college and even to graduate from high school. Before coming to CU, I lived in what some people describe to be “the middle of nowhere”- also known as the San Luis Valley, a magical rural place on the border of Colorado and New Mexico. I highly encourage you to road trip there. Maybe wrestle alligators at the Gator Farm, summit the 14er called Mt. Blanca, see the Sandhill crane migration, learn about the Sangre De Cristo National Heritage Area, or visit the Great Sand Dunes National Park like I used to do with my students. I originally worked with fish, but accidentally became a middle school science teacher. Best accident ever. I taught 7th-grade science along with a slew of other subjects, ranging from dance to chemistry. It was a privilege to teach the students of Monte Vista, and I think about them and miss them every single day. My students are the ones who inspired me to pursue a PhD and become an advocate for rural schools."

Tell me about the Rural Educator Breakfast Club!

"I believe there is magic in rural schools. I've seen it, felt it, experienced it, and loved it. I miss it every day. I piloted a survey in 2023 here at �� to see what our pre-service teachers know and think about rural education. I was shocked to learn that they knew very little and didn't think much about it. Given that nearly 85% of school districts in Colorado are rural, and many of those districts experience severe and continual teacher shortages, and the intersectionality of some of these districts being in some of the highest poverty counties in Colorado and the United States...I felt like I had to do something. Rural students, families, and communities deserve for these pre-service teachers to know they exist. My hope is that this club can create opportunities for pre-service teachers to come together to learn about rural education. To me, the fact that folks have shown up at 8 am on a Friday morning is amazing, and it honors rural places and people that are often left out of the conversation."

What’s something you’d want people to understand about your research?

"It was really hard to leave my students out in the San Luis Valley, to come here, I had to contribute to the teacher shortages in my area. This is something that still makes my guts churn when I think about it. But I told myself it was going to be okay because I was going to help bring badass teachers back to them. My original goal was to run a field experience called "Teaching Science in the San Luis Valley", where I'd bring a group of pre-service teachers out there to learn about what science education looks like when you have small class sizes, access to the outdoors, and an environment where the school is the heart of the community. But then a reality bomb got dropped on me....money. It turns out, as a doctoral student, the logistics and cost associated with bringing a group of CU students 4-5 hours away just were not feasible for my dissertation. So I had to get creative and instead think about how I could bring rural education to pre-service teachers. That led me to the breakfast club, something I actually used to do with my middle school students, where we got together in the morning, shared donuts, and built community. I rekindled this memory and retooled this idea to work for pre-service teachers, where we get together, still with donuts, but build community through having conversations about rural education. It's been a small but mighty club so far, and our conversations have been richer than I could have dreamed of. So far we have spent time blowing up stereotypes, discussing why rural education needs to be included in conversations around social justice, sharing ideas on how rural education could be incorporated into teacher education courses, exploring the challenges and benefits of teaching in rural schools, and we are going to end by creating some type of product that helps promote rural education to pre-service teachers here on campus. These conversations have been inspired and driven by club members' questions, which is really cool."

What’s your motto?

"Nothing, what's a motto with you! JK- Sorry, I couldn't help myself."

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Meet Esperanza Zárate, an Elementary Education major with a passion for bilingual education, justice and community empowerment

Ichigo Takikawa — Wed, 21 May 2025 19:47:55 +0000

Meet Esperanza Zárate, an Elementary Education major with a passion for bilingual education, justice and community empowerment Ichigo Takikawa Wed, 05/21/2025 - 13:47

Maddie Rudolph

Growing up in Arvada, Colorado, Esperanza Zárate attended Foster Elementary, a bilingual school where she first began to understand the transformative power of language and identity.

“Being able to receive dual-language instruction helped me stay connected to my roots and my language,” she said.

Now a practicum student at University Hill Elementary, a bilingual school in Boulder, Zárate is preparing for her final year of student teaching. She’s committed to creating classrooms where emergent bilingual students feel seen, celebrated and supported.

But her journey to the �� School of Education wasn’t always clear. When she first started at ��, she was a psychology major.

“After my first semester, I realized I wasn’t in the right spot,” she said. “I knew I didn’t want to be sitting behind a desk all day. I’ve always loved working with kids, I volunteered at Eiber Elementary in high school and have been coaching youth soccer for years. It brings me so much joy.”

That joy led her to change major to Elementary Education and quickly discover her purpose.

“I’ve loved getting to work with students and watch them grow every day,” Zárate said. "I’m so excited to have my own classroom someday.”

Zárate is especially passionate about supporting immigrant families, emergent bilinguals, newcomers and underserved communities.

“I’m very justice-oriented,” she said. “Too often, kids from underserved communities are overlooked just because they aren’t part of the 'majority.'

“I don’t want to lead them. Yo quiero acompañarlos para ser exitosos. I want to walk alongside my community, so we can succeed together.”

That vision inspired her to launch ��’s new chapter of Bilingual Education Student Organization (BESO), a national organization with chapters across the country. While CU Denver had an active chapter, Zárate noticed that �� didn’t, and she decided to change that.

“In the School of Education, we talk a lot about supporting culturally and linguistically diverse students,” she said. “But I didn’t feel like there was a space outside of class where we could really connect, reflect, and support each other. I wanted to create that.”

Now, BESO is a growing community of future educators committed to bilingual education. In April, the group participated in el Día del Niño (Day of the Child), a festival hosted by the Boulder Museum of Contemporary Art.

“We [helped] kids make their own alebrijes and [share] where the tradition comes from,” Zárate said. "It’s a fun, hands-on way to celebrate culture and connect with the community.”

Outside of school, Zárate continues to nurture her love for soccer, a sport she’s played all her life. She coaches youth camps in the summer through Balón USA, a nonprofit that provides sports programming to underserved communities, and plays intramural soccer at CU.

Whether she’s leading a BESO meeting, coaching on the soccer field or building relationships with students in a bilingual classroom, Zárate brings heart, purpose and an unwavering commitment to justice in everything she does.

As she prepares for her final year at �� and looks ahead to becoming a teacher, she remains rooted in her community and inspired by the belief that every child deserves to be seen, heard and celebrated.

Esperanza Zarate is junior at �� junior majoring in Elementary Education with a passion for bilingual education, justice and community empowerment. Growing up in Arvada, Zarate attended a bilingual school where she first began to understand the transformative power of language and identity.

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The perfect combination: Golda Harris’ path to purposeful teaching and environmental education

Hannah Fletcher — Tue, 13 May 2025 05:29:44 +0000

The perfect combination: Golda Harris’ path to purposeful teaching and environmental education Hannah Fletcher Mon, 05/12/2025 - 23:29

When Golda Harris applied to colleges, she thought she knew exactly what she wanted: a chemistry major. But the more she wrote about her love for science in her admissions essays, the more she felt a pull in a different direction.

“I realized that everything I wrote centered around the environment—its importance and the need to educate younger generations to help combat climate change,” she said. “That realization led me to immediately switch my major to Environmental Science prior to starting my freshman year (at ��).

“I also enrolled in Step 1, an introductory teaching course, where I met an incredible community within the CU STEM Education program—and I quickly fell in love with it.”

Now, Harris is graduating from �� with a degree in Environmental Science and the Middle and High School Teaching degree from the School of Education, where she’s also being honored with the school’s Outstanding Contribution to Teaching award.

Her faculty nominator noted Harris is a standout who demonstrates a rare mix of instructional skill, reflective depth and commitments to equity and justice. She creates classroom experiences that connect scientific concepts to her students’ identities and interests.

During her time in the CU Teach program, Harris has focused on more just and equitable instruction. Her classroom is designed to help all learners see themselves as scientists, and her lessons expand students’ exposure to women leading and succeeding in STEM— Science, Technology, Engineering and Math—and other historically male fields.

“For me, graduating from �� represents overcoming struggles and breaking through barriers to become the kind of role model I wish I had growing up—especially for young female students who aspire to pursue a career in STEM,” she said.

Next, Harris plans to pay it forward as a full-time middle school science teacher at Hodgkins Leadership Academy in Westminster Public Schools in the fall. She is bringing her supportive community and a sense of belonging with her. The CU Teach STEM education program, and later, the Noyce Scholars program both reinforced her passion for environmental education and equitable, inclusive teaching practices, and she is grateful for the boundless support from mentors and peers.

“�� offered the perfect combination of strong environmental science programs and a vibrant, values-driven STEM education community—something I didn’t know I needed until I became part of it,” she said. “Now, I can’t imagine myself without it.”

In her own words

Please tell us a bit about yourself

I'm originally from just outside Chicago, Illinois, and I initially applied as a chemistry major to all the schools I considered. But as I reflected on my application essays, I realized that everything I wrote centered around the environment—its importance and the need to educate younger generations to help combat climate change. That realization led me to immediately switch my major to Environmental Science prior to starting my freshman year in the fall of 2021. I also enrolled in Step 1, an introductory teaching course, where I met an incredible community within the CU STEM Education program—and I quickly fell in love with it.

I continued taking education classes and eventually applied to the School of Education to make my track toward my teaching licensure official. After that, my professor and co-director of the CU STEM Education program recommended I apply for a scholarship called Noyce. I did—and through that experience, I found another community within a community, one that is deeply committed to promoting equity, inclusion, and diversity in the classroom.

�� offered the perfect combination of strong environmental science programs and a vibrant, values-driven STEM education community—something I didn’t know I needed until I became part of it, and now I cannot imagine myself without it."

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

It may sound cliché, but you really do miss 100% of the opportunities you don’t take. ��—more specifically, the CU Teach program—has provided me with more opportunities than I ever could have imagined. If I hadn’t listened to the people who believed in me and encouraged me to take chances, I wouldn’t be in the position I’m in today. One of the most important lessons I’ve learned here is that people truly want to help you succeed—you just have to be open to letting them."

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

Throughout my time at ��—and especially in the CU Teach program—my biggest focus has been promoting diversity, equity, and inclusion in the classroom every single day. I've worked to show my students that women can succeed—and thrive with excellence—in positions of power and in traditionally male-dominated fields. For me, graduating from �� represents overcoming struggles and breaking through barriers to become the kind of role model I wish I had growing up—especially for young female students who aspire to pursue a career in STEM. ”

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to soak in every moment. These four years have been full of fun, impactful, and life-changing experiences—but they flew by faster than I could have imagined. Join clubs, do things that excite you, and try new things. This is the best time to explore, grow, and take chances—and it feels incredible when you do.”

What are your next steps after graduation?

I am happy to announce that I have accepted a position with Westminster Public Schools at Hodgkins Leadership Academy, where I will be teaching middle school science. This is a huge milestone in my journey as an educator, and I’m thrilled to have the opportunity to inspire and engage with students. I am excited to integrate sustainability and environmental education into my teaching efforts, empowering students to become stewards of the planet. Additionally, I’m looking forward to furthering my education in the near future, with plans to pursue advanced degrees and certifications to continue growing in my career."

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As a scholar of teaching, Devon Hedrick-Shaw puts his heart into preparing tomorrow’s teachers

Tyler Caldwell — Thu, 08 May 2025 16:42:44 +0000

As a scholar of teaching, Devon Hedrick-Shaw puts his heart into preparing tomorrow’s teachers Tyler Caldwell Thu, 05/08/2025 - 10:42

Through his belief that “relationships and community are the bedrock of meaningful teaching and research,” Devon Hedrick-Shaw would come to know he had found himself in the right place when he joined the PhD program at the School of Education.

A former elementary school teacher in New York City, Hedrick-Shaw found himself drawn to the opportunity to integrate the scholarly study of bilingual education and teacher preparation offered by the program.

“Devon views his teacher self as core to who he is and all he does, including who he is and is becoming as a scholar,” commented his faculty nominators.

A view that is not only supported by his faculty colleagues, but also by his former students that would comment, “he puts his heart into education, and it really shows.” They shared how Hedrick-Shaw encouraged and enabled them to “dive into their future selves as teachers.”

“As a scholar of teaching and teacher education, Devon has expertise about pedagogy and practice that many do not,” stated his faculty nominators, expressing gratitude for “the many ways we have learned about teaching alongside and from him” in their letter nominating Hedrick-Shaw for the 2025 Outstanding Teaching Award.

Hedrick-Shaw feels grateful to work with other scholars he feels exemplify his beliefs about meaningful teaching and research, attributing many of his most important learning experiences to collaboration with colleagues across program areas he had not originally planned on.

After graduation, Hedrick-Shaw is headed to the University of Illinois Urbana-Champaign where he has accepted a position as an Assistant Professor of Curriculum and Instruction.

In his own words:

Please tell us a bit about yourself?

Prior to CU, I was a bilingual elementary school teacher in Washington Heights, NYC. I chose CU for the opportunity to integrate the scholarly study of bilingual education and teacher preparation. Few programs around the country had an explicit focus in both of these areas at the PhD level."

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

Relationships and community are the bedrock of meaningful teaching and research. This is something I knew before coming to CU but was reaffirmed time and again throughout my time in the program. I feel so grateful to have worked with excellent teacher educator scholars who exemplify what it means to place relationships and community at the center of academic work."

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

While I am the first in my family to graduate with a PhD, it mostly involves them making jokes and requesting medical advice, as they call me 'Dr'."

What is your best piece of advice for incoming students?

My biggest piece of advice for new PhD students is to make the experience your own. CU has so many incredible faculty and learning opportunities at the PhD level, but it is important to trust your gut and invest in the opportunities and relationships that will help you accomplish your goals for the degree. Alongside that, it's important to be open to new ideas and areas of study that you might not have expected or planned on engaging with. Some of my most important learning experiences throughout the program resulted from working with an expansive group of colleagues and across program areas that were not part of my plans when first admitted to the program."

What are your next steps after graduation?

I will be an Assistant Professor in Curriculum and Instruction at the University of Illinois Urbana-Champaign."

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Meet Chelsea Mohr, a special education teacher with a spark for education policy

Hannah Fletcher — Tue, 06 May 2025 15:54:34 +0000

Meet Chelsea Mohr, a special education teacher with a spark for education policy Hannah Fletcher Tue, 05/06/2025 - 09:54

With her new master’s degree from the �� School of Education and learning experiences in the Education Foundations, Policy and Practice (EFPP) program under her belt, Chelsea Mohr is merging her two worlds of teaching and education policy.

For her thoughtful leadership among peers and exceptional research in her capstone project, “Public Education At Risk: Examining Voters’ Rejection of Market-Based Reform in Colorado and Kentucky,” she has earned the Outstanding Capstone Award from the School of Education.

In the words of her faculty nominators, Mohr’s capstone research is “timely, ambitious and innovative” as it explores how communities are pushing back against privatization education efforts. She tackles the increasingly contentious topic of public education reform, analyzing voter behavior in two politically diverse states to illuminate why market-based reforms—such as school vouchers and charter school expansions—are being rejected by the very public they purport to serve. Her work draws upon historical, economic and cultural contexts, and offers an intersectional lens that reflects the depth of her graduate studies and passions.

As a teacher in Denver Public Schools and AmeriCorps alumna, Mohr brings professional and personal experience to her work and burgeoning understanding of education policy.

“I have been working in the classroom since 2017, but I have always been passionate about education policy and the social science side of education,” Mohr said. “��’s EFPP program was a perfect fit for my interests.”

After graduation, Mohr will continue teaching in Denver Public Schools with plans to increase involvement in the local teachers’ union, the Denver Classroom Teachers Association. With her evenings no longer filled with coursework, she hopes to explore leadership roles in the union and other ways to apply the critical skills she developed in her master’s program, such as the power of storytelling from the perspective of teachers.

“I also plan to seek out opportunities to write about my experiences working in public schools,” Mohr said. “My time in EFPP has reminded me that I enjoy writing and find power in writing about my experiences.”

In an era when public education faces obstacles and uncertainty, Mohr’s leadership is courageous and grounded as an educator-scholar whose commitments to justice, research and the public good is just beginning to make its mark.

In her own words

Please tell us a bit about yourself

I am originally from St. Louis and have lived in Colorado since 2017. I served with Americorps Colorado for 3 years, through which I earned Segal Education funding awards, so I knew I wanted to pursue a graduate degree at some point. I have been working in the classroom since 2017, but have always been passionate about education policy and the social science side of education. Boulder’s EFPP program was a perfect fit for my interests."

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

I learned a lot about the history and foundations of American public education and new ways to examine the problems that exist in it today. Looking at education through intersectional lenses that account for historical, economic and cultural influences has been monumental in my view on education and the changes that need to happen. Through critical classes in queer theory and Latinx education, I uncovered new perspectives on my own experiences in my schooling that have also reinvigorated my commitment to the work. Thanks to professors that encouraged me, I also learned to be confident in my expertise, criticality, and participation in discourses around public education."

What are your next steps after graduation?

I will continue my work as a special education teacher in Denver Public Schools. I am excited about getting more involved in my teachers union (DCTA), where much of my learning from EFPP can contribute to the union’s policy and advocacy work. With my time freed back up without evening classes, I hope to take on some leadership roles in DCTA. I also plan to seek out opportunities to write about my experiences working in public schools, as my time in EFPP has reminded me that I enjoy writing and find power in writing about my experiences. I hope to eventually transition out of the classroom and into policy or advocacy work."

With her new master’s degree from the �� School of Education and learning experiences in the Education Foundations, Policy and Practice program under her belt, Chelsea Mohr is merging her two worlds of teaching and education policy. For her thoughtful leadership and exceptional research in her capstone project, “Public Education At Risk,” she has earned the Outstanding Capstone Award

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From global experience to classroom impact: Abi Wirbel hopes to share the benefits of living consciously with her students

Tyler Caldwell — Mon, 05 May 2025 21:45:20 +0000

From global experience to classroom impact: Abi Wirbel hopes to share the benefits of living consciously with her students Tyler Caldwell Mon, 05/05/2025 - 15:45

Abi Wirbel is originally from Colorado, but has always had a strong sense of wanderlust and with a deep passion for seeking new cultural and linguistic experiences in diverse, urban environments. Abi’s nomadic drive led her on a journey of over a decade, living in metropolitan centers within Spain, Los Angeles and Mexico City before returning to Boulder to pursue her MA+ teacher licensure in English Language Arts.

Teaching has always been something that Abi knew she wanted to do, and it was a love of learning that she believes opened up her world in countless ways. Abi hopes to utilize her experiences to impress on the magnitude of limitless possibilities that come with living consciously upon her students.

Borrowing a phrase from respected author and education professor Bettina Love’s “theory is the North Star” of pedagogy, Abi notes that there’s “indispensable alchemy” in the intersection of theory and practice. “Teaching is deeply instinctual, but bureaucracy is data-driven,” she added. “Having the facts and the ‘whys’ behind what you’re doing will not only bolster your teaching style, but broaden it as well.”

A belief that may come at no surprise to Abi’s mentors and faculty, who commend her for her commitment to high-quality, research-informed innovation throughout her coursework.

“Abi’s inquiry into spatial pedagogy is an innovative and impactful contribution to the field of education,” her faculty nominator said.

“The insights from her work have already influenced her classroom and provide a valuable framework for educators seeking to create more inclusive and responsive learning environments.”

It’s these contributions, among many others, that led faculty to nominate Abi for the 2025 Outstanding Graduate Practices in Process Project Award.

Feeling the pull of wanderlust once more and their love for the Pacific coast, Abi and her girlfriend are heading West after graduation, where Abi hopes to find an English teacher position, and she can embrace the incredible asset of being bilingual and work with newcomer and immigrant students.

In her words:

Please tell us a bit about yourself?

Hi! I’m Abi. I'm originally from Colorado, but have always been affected by extreme wanderlust: I harbor a deep passion for cultural and linguistic experiences and diverse, urban environments. These proclivities led me to a decade-plus of living in various metropolitan centers including Spain, Los Angeles, and Mexico City before returning to Boulder to get my MA+ in English Language Arts. I always knew I wanted to teach: young people are infinitely interesting to me, and a love of learning has opened my world up in countless and wonderful ways. If I can impress even a little of the limitless and joyful possibilities of living consciously on my students, then I will consider myself a success (and contented to boot)."

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

At the meeting of theory and practice, there is an indispensable alchemy. To use Bettina Love’s words, “theory is the North Star” of pedagogy. Teaching is deeply instinctual, but bureaucracy is data-driven. Having the facts and the ‘whys’ behind what you’re doing will not only bolster your teaching style, but broaden it as well.

Additionally, the educators I have studied under in this program have surprised me with their wisdom, their intellect, their consideration, and their understanding of the work. To be perfectly frank, their expertise snuck up on me. For most of us education has existed in a box which is neither comprehensive nor correct. Over the course of this year I have learned to unlearn those boundaries which myself and my own educational experiences had imposed on my understanding of what pedagogy can be. Active learning is primarily not what you expect ‘learning’ to be."

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

As a queer, nomadic, expatriotic (yes I made that up), amorphously-white girl, community to me is a space that you create for yourself, amongst people and places of your choosing. I hope that the lessons and understanding I take with me from this program will translate into a vibrant, critical, authentic and relevant classroom experience for the student communities I will engage with."

What is your best piece of advice for incoming students?

I’ve got two for you:

Intimacy breeds conflict. Embrace both for best results.

Teaching (and becoming a teacher) is an act of supreme organization. Find a system that keeps you on track and you will halve your workload."

What are your next steps after graduation?

My girlfriend Amanda and I are moving back to California to be closer to our lifelong love of the Pacific coast. I’m hoping to fast track an English Learner Authorization and get a job working as an English teacher with a focus on Newcomer and Immigrant students. Being bilingual is an incredible asset both inter-and intra-personally, and it’s past time that we educators embrace the fruitful potentialities of nurturing and validating the versatility inherent in wielding multiple modes of communication."

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MA+ Graduate Hannah Kaiser found her own path to a college in the mountains

Tyler Caldwell — Mon, 05 May 2025 17:59:37 +0000

MA+ Graduate Hannah Kaiser found her own path to a college in the mountains Tyler Caldwell Mon, 05/05/2025 - 11:59

As an eighth grader growing up in Carson City, Nevada, just a short drive from Lake Tahoe and the Sierra Nevada Mountains, Hannah Kaiser had dreamed about attending �� ever since she had searched for colleges in the mountains and saw the Flatirons in the backdrop.

Kaiser's path didn’t include the same turns and route her thirteen-year-old-self had hoped for, but as she now graduates from ��, she finds herself gaining strength from Mary Oliver’s question in the poem The Summer Day — “what is it you plan to do with your one wild and precious life?”

Kaiser knew she felt a strong calling to make a difference, but she wasn’t quite sure of where it would lead her. After her first year of college, Kaiser started working at the same summer camp she had attended throughout her childhood, and would continue to return after each year of college. It was Kaiser’s time on staff where she realized her “place for positive change was working in a community dedicated to the growth and well-being of young people.”

Her passion for literature and language led her to pursue a career as a secondary English Teacher through the MA+ Teacher Licensure program.

Faculty and mentors who worked closely with Kaiser commend her ability to build meaningful relationships with students fosters a learning environment where all feel valued and encouraged, demonstrating an exceptional commitment to teaching through innovative classroom practices and strong instructional leadership, which ground her nomination as the 2025 Outstanding Contribution to Teaching Award.

Kaiser can imagine pursuing a PhD in the future, but for now, she’s excited and proud to join the ranks of a long line of educators in her family that stretches back at least four generations. Grateful for the friends she’s made while planting her roots in Colorado, Kaiser is looking forward to investing in the growth of her students and community here in the Front Range.

In her words:

1) Please tell us a bit about yourself?

I grew up in Carson City, Nevada, at the base of the Sierra Nevada Mountains and a short drive from the beautiful shores of Lake Tahoe. At the start of college, though I knew I wanted a career working in community to make a difference in the world, I was unsure what path this purpose would lead me towards. The summer after my freshman year, and every summer of college following, I worked at the summer camp I had attended from elementary through high school. Through my time on staff, I realized my place for positive change was working in a community dedicated to the growth and well-being of young people. Rooted in this knowledge and my passion for literature and language, I decided to pursue a career as a secondary English teacher.

��’s MA+ program, which unites a master’s in education and teaching licensure program with a focus on justice and equity in education, was my dream program. It united my interest in social justice, an interest that almost led me to a career in civil rights and international human rights law, with my passion for education, all at the base of the breathtaking Flatirons.

I love Colorado and I love teaching, and I am excited to continue to develop my roots in this wonderful state as I pursue a career I love."

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

Mary Oliver asks using “The Summer Day.” Oliver asks “Tell me, what is it you plan to do / with your one wild and precious life?,” and it is answering this question that I can best distill my most significant lessons from my time at CU.

I carry both a value of delayed gratification and a sense of joy that comes from the surprises of the journey. University of Colorado, Boulder had been my dream school since I had googled “colleges in the mountains” in eighth grade and got my first glimpse of the Flatirons. To be graduating from CU with a master’s degree is the fulfillment of a dream deferred. Looking back, even though my path here did not take the turns I thought it would as a thirteen-year old, I walk forth with a sense of strength, and an even greater appreciation for the opportunities and joys that come in this wild and precious life."

3) What does graduating from �� represent for you or your family/community?

I come from a long line of public educators stretching back at least four generations. Joining their ranks fills me with a sense of possibility, responsibility, and joy. I look forward to investing my life in the lives of my students, and growing into an educator and person who will bring my community joy."

4) What is your best piece of advice for incoming students?

Build. Your. Community. I cannot reiterate this point enough. I moved in July to pursue my degree, knowing I wanted to build my life in Colorado without actually knowing what that life could look like or who would be in it. I wouldn’t have made it through graduate school or the beginning months of planting my roots in a new state had it not been for my community, both the community I am building here in Colorado and that I bring with me from all across the miles through phone calls and weekend visits.

It won’t always be easy. Building relationships in any capacity is a vulnerable endeavor, but ultimately it is these relationships that will sustain you and bring you joy. It was CU and the mountains that brought me to Colorado, but it is the community I am lucky enough to have built that will keep me here."

5) What are your next steps after graduation?

After graduation, I am excited to continue to grow into an active member of the Boulder-Denver community through a career in secondary English education. In the future, I can imagine pursuing a PhD, likely researching social emotional learning and trauma pedagogy at the secondary level.

I am excited to continue to grow my roots here in Colorado, spend some time out on the trails running and hiking this summer, and I can’t wait to see where my path takes me next."

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Stepping out and stepping up: Iliana De La Rosa prepares for next chapter at Harvard

Hannah Fletcher — Sun, 04 May 2025 04:53:27 +0000

Stepping out and stepping up: Iliana De La Rosa prepares for next chapter at Harvard Hannah Fletcher Sat, 05/03/2025 - 22:53

Iliana De La Rosa’s graduation from the �� fulfills a promise she made to her grandfather when she was eight years old.

“One evening, while I was doing homework, he called me over, asked about what I was learning, and then said, ‘Promise me that one day you’ll go to college,’” she said. “I laughed, but I promised.”

After losing both of her grandparents to COVID-19, Iliana felt sad, lost, and unsure about college, but she wanted to make good on her promise.

Originally from El Paso, Texas, and raised in Denver from the age of nine, Iliana credits her tight-knit, multi-generational family for instilling in her a deep respect for education and community.

“I was fortunate to be raised by so many loving people who taught me invaluable lessons—one of the most important being the value of education,” she said.

“This lesson showed up in many ways. I heard stories from my grandparents about the segregation they faced in school and their deep desire to learn. I also saw it in my mom, who took me to her college classes when I was little and later graduated with her bachelor’s degree.

“These experiences instilled in me a strong appreciation for education and its power to transform lives. They also inspired me to become a teacher, so I could give back to my community and help open doors for future generations.”

When Iliana first arrived at the ��, she felt uncertain about how she would fit in as a reserved student of color at a predominantly white institution. She often stayed close to what felt familiar, but over the next few years, she learned to embrace discomfort and view it as a path to growth.

Through her time at ��, Iliana stepped outside her comfort zone and leaned into the unfamiliar. She has participated in various community groups while managing the strenuous requirements of the Elementary Education program, and she has excelled in her student teaching, including stepping up as the lead teacher when her mentor teacher was hospitalized.

Today, Iliana is a confident leader, community advocate, and voice for change. Her impact on the community within and beyond the classroom is being recognized with the Outstanding Undergraduate Contribution to Community Engagement Award and the Overall Outstanding Graduate for the School of Education.

With her �� degree that she notes belongs to her family and community, Iliana plans to continue learning and leaning in at Harvard University in the fall, where she will pursue a master’s degree in Human Development with a concentration in International and Global Education.

Just as she did at ��, she hopes to continue using her knowledge and experiences to challenge inequities and expand opportunities for others.

“What drew me to �� was the School of Education’s commitment to equitable and justice-oriented teaching, values that deeply reflect what my family taught me,” she said.

“That connection is what brought me here, and I’m proud to be part of a community that shares my vision for what education can and should be."

In her own words

Please tell us a bit about yourself

I was born in El Paso, Texas, and moved to Denver, Colorado, when I was nine years old. Before moving, I grew up in a multi-generational home surrounded by family. I was fortunate to be raised by so many loving people who taught me invaluable lessons, one of the most important being the value of education.

This lesson showed up in many ways. I heard stories from my grandparents about the segregation they faced in school and their deep desire to learn. I also saw it in my mom, who took me to her college classes when I was little and later graduated with her bachelor’s degree. These experiences instilled in me a strong appreciation for education and its power to transform lives. They also inspired me to become a teacher, so I could give back to my community and help open doors for future generations.

My journey to �� and the Elementary Education Program began with a promise I made to my grandpa when I was about eight years old. One evening, while I was doing homework, he called me over, asked about what I was learning, and then said, “Promise me that one day you’ll go to college.” I laughed, but I promised.

I didn’t realize then how much that promise would shape my life. After losing both my grandparents to COVID, I felt lost and unsure of how to move forward without them. I even began to second-guess applying to college. But when I remembered the promise I made to my grandpa, I opened my computer and completed my college applications.

What drew me to �� was the School of Education’s commitment to equitable and justice-oriented teaching, values that deeply reflect what my family taught me. That connection is what brought me here, and I’m proud to be part of a community that shares my vision for what education can and should be."

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

My time at �� has been transformative, both personally and academically. Among the many lessons I've learned, the most valuable has been the importance of stepping outside of my comfort zone. As someone who is naturally reserved and who initially felt out of place as a person of color at a predominantly white institution, I spent much of my early college time gravitating toward what felt familiar and safe.

However, I came to realize that in order to fully experience all that college had to offer, I needed to push beyond those boundaries. The more I challenged myself to engage with new people, opportunities, and environments, the more I grew, not just as a student, but as an individual. I gained confidence, earned new opportunities, and achieved greater academic success.

This experience has taught me that meaningful growth often requires discomfort, and as I move into the next chapter of my life, I am committed to continuing this mindset. I will no longer confine myself to what is comfortable, but instead embrace new challenges as opportunities for growth."

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

For my family and me, graduating from �� is more than just an accomplishment, it’s a step toward opening more doors for future generations. Growing up, I often heard phrases like, “You’ll have to make your own opportunities,” “Make sure you present yourself well,” and “Stand up straight when talking to those people. If not, they won’t take you seriously.” For people of color, it’s easy to be underestimated or written off by those in power. But with this degree, I’m in a position to help challenge and change those misperceptions.

I also think that for students who grew up similar to me, earning a degree isn’t just about completing school, it’s about uplifting the family that came before you and paving a path for those who come after you. It means becoming a connection for others in your community who might not have access to the same opportunities compared to kids in more privileged positions. It means defying the odds that were stacked against you.
When I think about this degree, I think about the people who came before me who weren’t able to earn theirs, and this is for them. I think about my younger brother and cousins, and this is for them, too.

This degree doesn’t just belong to me. It belongs to my whole family and my community.”

What is your best piece of advice for incoming students?

For incoming students, it’s important to remember that everything will feel new, and it can be daunting, but don’t let that hold you back. This is your time to step outside your comfort zone and grow as a person. The best way to do that is by embracing uncertainty, not avoiding it. Some things will go your way and be great, and some might not, but that’s okay. Those moments are opportunities to learn and grow.

For students of color, remember: you belong here, and you earned your spot. Your diverse perspective is not a weakness, but it’s your strength. It’s what will propel you forward and set you apart. It’s easy to feel imposter syndrome, especially when you’re the only one in the room with a different experience/perspective, trust, I have been there. But that uniqueness is powerful. It’s what brings critical, necessary conversations to the table.

Change doesn’t come from everyone having the same experiences and ideas. It comes from the richness of our differences. So, I’ll leave you with something my grandma used to say to me and my cousins: “Don’t be scared to show the world who you are.”

What are your next steps after graduation?

Post graduation I will be attending Harvard to receive my master’s degree in Human Development and Concentration in International and Global Education this upcoming Fall."

Iliana De La Rosa’s graduation from the �� fulfills a promise she made to her grandfather when she was 8 years old. De La Rosa received the 2025 Outstanding Undergraduate Contribution to Community Engagement Award.

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Meet Ashley Kim, future third grade teacher and cheerleader for new generations of students

Tyler Caldwell — Fri, 02 May 2025 23:11:34 +0000

Meet Ashley Kim, future third grade teacher and cheerleader for new generations of students Tyler Caldwell Fri, 05/02/2025 - 17:11

Some of Ashley Kim’s greatest inspirations and biggest cheerleaders were her teachers while growing up in nearby Longmont, Colorado. It was those teachers who continued to welcome her back into the classroom, encouraged her, and inspired her desire to do the same for new generations of students.

“Throughout the program, Ashley has designed innovative curricular materials and has been able to use them in her practicum and student teaching placements,” her faculty nominator said.

Kim’s mentors believe that her innovation and her dedication to always looking to improve by engaging faculty and course content is just the start of why they believe her to be an excellent recipient of the 2025 Outstanding Undergraduate Contribution to Teaching Award.

Proud to honor the hopes of her grandparents who moved to the United States to give their descendants the opportunity of education, Kim is thankful for the hard work of her family that came before her so she could achieve this dream.

Kim hopes to take the teachers, mentors and friends she’s made in her time at the �� along with her as she ventures into the next chapter of her life, where she’ll be a new third grade teacher in the Jefferson County School District in Colorado.

In her own words:

Please tell us a bit about yourself?

I am originally from New Jersey but grew up in Longmont, Colorado. My teachers in Longmont were some of my greatest inspirations and biggest cheerleaders. Even after I left their classrooms, my teachers always welcomed me back and continued to encourage me. I am SO forever grateful for them, and I ended up in the Elementary Education program because I want to be a cheerleader for new generations of students. ��'s School of Education stood out because of its commitment to valuing all students, and I'm proud to be an (almost) graduate!"

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

Find your people and lean on them. I couldn't have done this year of student teaching without people to support me, both inside the classroom and back at home. CU has connected me with some truly amazing teachers, mentors and friends, and I hope to take them all with me into the next chapter!"

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

My grandparents moved to the United States so that their descendants could have the opportunity to seek an education. I am proud to honor their hopes by earning this degree, and I am so thankful for the hard work that came before me that helped me get here."

What is your best piece of advice for incoming students?

Make as much use of belonging to a college campus as you can! I definitely took dorm life, events, and amenities for granted, and now I know that I'm going to miss everything so much! There are so many cool opportunities for college students and at �� specifically–don't pass them up!"

What are your next steps after graduation?

I am so excited to have a job for next year as a third grade teacher in Jeffco school district :)"

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