Student News

Meet the Colorado educators who "go the extra yard" in their schools

Ichigo Takikawa — Thu, 17 Sep 2026 20:17:06 +0000

Meet the Colorado educators who "go the extra yard" in their schools Ichigo Takikawa Thu, 09/17/2026 - 14:17

We asked our community: Who are the Colorado educators who are “going the extra yard” this year in their classrooms and schools?

Four finalists emerged from a nomination pool of outstanding Colorado educators and were recognized at the Buffs football game against Weber State on Sept. 12 on Folsom Field. Educators and their families were also invited to purchase discounted tickets to the game and received an exclusive ��Ҵ�ý�ƽ�� educator pennant to display in their classrooms.

The School of Education teamed up with CU Athletics to celebrate Educators Day at the game, and the celebration for "extra yard" educators reflects a partnership with CU Athletics and the College Football Playoff Foundation. All finalists received a gift card they can use towards their classrooms, and the overall winner, Kindergarten Teacher Lindsey Hand, received a $1,000 DonorsChoose Gift Card for her school.

The College Football Playoff Foundation is a nonprofit organization and works in partnership with institutions of higher education, sports organizations, corporations and nonprofits to support educators and improve U.S. student outcomes. The Extra Yard for Teachers initiative is dedicated to elevating the teaching profession by inspiring and empowering teachers.

From a Kindergarten teacher who always puts her students first to a middle and high school coach and counselor who believes in his students—our finalists show what it means to be a Teacher Buff in their schools.

Meet the finalists:

Benjamin Pruitt

Benjamin Pruitt graduated with his BA in English in 2010. After earning his MA in Literature at University College Dublin in 2013, he enrolled in the teacher licensure program at ��Ҵ�ý�ƽ��. He has taught English Language Development, English, coached a variety of sports and more recently, served as an instructional coach in Denver Public Schools. Now, he teaches in Aurora Public Schools and is also enrolled in the MA in School Leadership through CU Denver.

"Ben consistently goes above and beyond to create opportunities that challenge, inspire and prepare middle and high school students for success beyond the classroom," said his nominator.

"He doesn't just teach content. He genuinely invests in helping students discover new possibilities and believe in what they can achieve."

What does this nomination mean to you as a teacher and Forever Buff?

"I love the Buffs and being a CU Alumni. I am so grateful for all the ways that my associations through the university have shaped and enriched my life. I feel so lucky that my wife supports the work I do and that she nominated me for this recognition. I also want to say that there are so many other people that I would point to that deserve recognition far more than I—though I humbly accept the honor of being given this opportunity for recognition.

We have wonderful students in Colorado. I feel so lucky that my wife and I get to raise our little girl, Lucia, in this great state and hope that one day (should she choose!), she will want to be a Buff too. Go CU!"

Carla Cariño

Carla Cariño is a high school Social Studies educator in Denver Public Schools and a current doctoral student at CU Denver. Her teaching passions center around Ethnic Studies and liberatory teaching practices with a particular focus on young women of color. She just entered her 28th year of teaching. Her classroom centers student voice, community, ancestral knowledge and critically conscious pedagogies. She believes that education should empower students to understand their histories, analyze systems of power and imagine more just futures. Some of the work she's most proud of is her collaboration with ��Ҵ�ý�ƽ�� Rap Lab. There, they use a hip hop art based curriculum in which students create soundscape stories as a unique way to share about their lives.

"Mrs. Cariño is the ultimate champion for her students, who constantly highlight her classroom as their safe space," said her nominator.

"She is a bold advocate who fearlessly helps youth navigate barriers, yet she balances that strength with a hilarious sense of humor and a passion for letting students be creative. Mrs. Cariño is always fighting for her students, ensuring they feel protected, seen, and uplifted to succeed."

What does this nomination mean to you as a teacher and Forever Buff?

"To be nominated for the Buffs Extra Yard award is an honor coming from my alma mater. I received my Masters and Teaching degree from ��Ҵ�ý�ƽ�� in 1999 and have a lot of gratitude for the skills I learned there and still use 28 years later. I discovered my love of teaching at CU and it has been the center of how I show up for students, families and communities. Teaching is the best profession because it allows you to develop deep relationships with amazing young people. That spirit was developed in me as a result of my time at ��Ҵ�ý�ƽ��."

David Auday

David Auday graduated ��Ҵ�ý�ƽ�� as a political science major in 1984. Right away, he fell in love with the Buffs, never missing a football or basketball game. Having a passion for the sports, he played club lacrosse at CU and was captain his junior and senior season. He went back and received his teaching certificate in 1987 from the School of Education. He is a lifelong educator entering his 38th year in public education and also coaches middle and high school athletics. He taught social studies in the Mapleton Public Schools his first eight years and the last 30 has been a counselor at Louisville Middle School at Boulder Valley School District.

"For 35 years 'Coach' has dedicated himself to students and athletes at the middle and high school levels," his nominator said.

"This year Mr. Auday has worked tirelessly to support over 600 students in getting the school year off to a good start. In addition, Mr. Auday welcomed over 30 students who were new to our school this year. Whether students need school supplies, a backpack, or just a friendly greeting, Coach provides individual support to any student who needs a little extra encouragement in getting the school year started."

What does this nomination mean to you as a teacher and Forever Buff?

"Being a forever Buff and stepping back on this field is a lifelong dream. My love for CU and the university is a lifelong passion and I will never forget going to the Orange Bowl in Miami and watching the Buffs beat Notre Dame and winning the national title. As an educator I constantly communicate to my students the four most important words, 'I believe in you!'"

Lindsey Hand

Lindsey Hand is a proud educator in her sixth year of teaching Kindergarten, currently at Weld County Re3J. She is from Pueblo, Colorado, and moved to Denver in 2017 to earn her degree in elementary education through Metropolitan State University of Denver. She is a current Buff, working towards her master's degree in educational equity, biliteracy and bilingualism through the BUENO program here at ��Ҵ�ý�ƽ��.

"Kindergarten is such an important year because it lays the foundation for everything that comes after, and Lindsey understands that," her nominator said.

"She creates a classroom where her students feel safe, supported, and excited to learn. She puts a lot of thought into making lessons engaging while helping her students build confidence from the very beginning of their school experience. What stands out most to me is how much she genuinely cares about her students. She takes the time to get to know each child and works hard to make sure every student feels valued and capable of succeeding."

What does this nomination mean to you as a teacher and Forever Buff?

"This nomination means so much to me as both a CU student and an educator. Teaching is such a rewarding career, and I am beyond grateful to be recognized for the work I do and for the opportunity I have to educate future Buffs!"

For the first Educators Day with the Buffs, we asked: Who are the Colorado educators who are “going the extra yard” this year in their classrooms and schools? Four finalists emerged from a nomination pool of outstanding Colorado educators and were recognized at the Buffs football game against Weber State on Sept. 12 on Folsom Field.

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The spark: How a graduate student is reimagining ��Ҵ�ý�ƽ�� orientation for Spanish‑speaking families

Hannah Fletcher — Wed, 29 Jul 2026 16:24:27 +0000

The spark: How a graduate student is reimagining ��Ҵ�ý�ƽ�� orientation for Spanish‑speaking families Hannah Fletcher Wed, 07/29/2026 - 10:24

Last fall, Master’s in Higher Education students were asked a perennial question: “If you had a magic wand, what would you change about ��Ҵ�ý�ƽ�� to better support students?”

Graduate student and ��Ҵ�ý�ƽ�� alumna Nuvia Mendoza thought about the students she works with as the College Success Director at DSST Montview High School.

She thought about her experience as a first‑generation college student whose Spanish-speaking parents were supportive but lacking a higher education roadmap.

She thought about all Coloradans who speak a language other than English—16% according to the U.S. Census with 81% of multilingual learners speaking and reading in Spanish according to the Colorado Department of Education.

Mendoza’s magic-wand wish was clear: ��Ҵ�ý�ƽ�� needs an orientation for Spanish-speaking families.

“My parents were always there to motivate me,” she said. “They had high expectations for me, but they didn't understand the educational system. That limited their ability to participate and put the burden on me.

“[The question] made me think about what the educational system can be doing to take away that heavy lift for our first-generation, multilingual students. If we’re saying we serve all students equally, I believe sharing that burden is an institution’s responsibility.”

Mendoza’s wish wasn’t hypothetical for long. Her fall idea became her spring practicum project and summer reality with support from Higher Education faculty and peers.

Her instructor, Scarlett Pontón de Dutton, is on the orientation planning committee as Director of Campus Advising Initiatives and Strategy. She connected Mendoza with the committee and New Students and Family Programs that oversees orientation.

“I wasn’t sure what I was getting myself into, but I thought, ‘I'm going to own this,’” Mendoza said. “It was a lot, but in a good way.”

Mendoza drew from research and her own experiences. She was born and raised in Denver, where her Mexican immigrant parents were clear college was “the goal.”

She describes her community in Far Northeast Denver as diverse and supportive, with college readiness a major focus at her high school, also in the DSST charter network where she now works. She was set on ��Ҵ�ý�ƽ�� after a single field trip in ninth grade. When she applied, her advisor faxed her application to the McNeill Academic Program, a collaborative learning community.

I would have loved to have this myself, and I feel humbled and privileged to be able to do this for others.”

Even so, Mendoza felt underprepared for the college transition as a self-described low‑income student of color.

“I was a good student, so I wasn’t intimidated by academics. The social and cultural shift was heavy,” she said.

Though she was initially interested in pre-law, Mendoza’s experiences and McNeill work‑study job introduced her to education.

“I started to ask, ‘Is this what I’m really passionate about?’” she said. “I enjoyed working with communities that grew up in similar circumstances as I did. That’s where I was making a difference, and I started gravitating towards spaces in academic access and opportunity.”

Today, as Mendoza helps high school students navigate postsecondary options, she’s adamant everyone’s journey is different. Yet, she sees similarities for her college-bound multilingual students, whose families crave resources.

Mendoza and classmates launched ��Ҵ�ý�ƽ�� first centrally coordinated Spanish‑language orientation pilot programs in June and July with translated materials and small-group conversations. They recruited bilingual faculty and staff volunteers, and they were delighted when more 20 volunteers “showed up in force,” said Pontón de Dutton, with some staff noting they longed for something similar as students or parents themselves.

“It was amazing to meet family members and to talk through their concerns in a familiar language and see them make connections with each other and staff on campus that they can later reach out to as their student goes on the CU journey,” Pontón de Dutton said.

“This super supportive family-centered session stems from Nuvia’s brilliant suggestion and it could not have happened without her passion, dedication and expertise.”

Wearing a CU shirt reading “Vamos Búfalos,” Mendoza open the first session fully in Spanish and could see her own mother in the audience to support her, a full-circle moment.

“I would have loved to have this myself, and I feel humbled and privileged to be able to do this for others,” she said. “It’s been healing to know that it is going to make a difference, even for one family.

“I don’t want it to be just a cool practicum project and that’s it. I want this to become something offered every orientation season. We need to start somewhere.”

After meeting in the Master's in Higher Education student development course, instructor Scarlett Pontón de Dutton, left, and students, from left, Vivicca Pineda, Israel Sanchez, Nuvia Mendoza, and Nancy Mora Domínguez, got to work designing the pilot orientation session for families.

��Ҵ�ý�ƽ�� faculty and staff volunteers at the first Spanish-language orientation session.

Last fall, students in the student development class were asked a perennial question: “If you had a magic wand, what would you change about ��Ҵ�ý�ƽ�� to better support students?” Nuvia Mendoza’s magic-wand wish was clear: ��Ҵ�ý�ƽ�� needs an orientation for Spanish-speaking families.

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Two ��Ҵ�ý�ƽ�� education scholars earn prestigious National Academy of Education/Spencer early career honors

Hannah Fletcher — Wed, 24 Jun 2026 17:43:30 +0000

Two ��Ҵ�ý�ƽ�� education scholars earn prestigious National Academy of Education/Spencer early career honors Hannah Fletcher Wed, 06/24/2026 - 11:43

The National Academy of Education (NAEd) announced recently two University of Colorado Boulder education scholars, doctoral candidate Danielle Aguilar and alumnus Christopher Saldaña, have been selected for two of the nation’s most competitive honors for emerging education scholars.

The NAEd/Spencer fellowships recognize exceptional research and provide funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Aguilar was selected as one of just 35 dissertation fellows nationwide chosen from nearly 500 applicants.

Her dissertation, “From Systemic Rupture to Sacred Space: A Multi-Methods Study of Educational Pushout and Healing,” explores how youth of color who have experienced criminalization and heightened surveillance understand what culture, resistance and healing means to them, including how they understand and reimagine resistance through Indigenous cultural practices.

Working alongside Denver-area youth, Aguilar uses community-based participatory research while also offering “love and dignity to all persons involved in the research process” to examine how community cultural wealth and healing justice frameworks illuminate the wisdom, creativity and knowledge that young people carry. Her work challenges deficit-based narratives about justice-system-impacted youth and seeks to transform the systems that shape many lives.

As a first-generation scholar from a working-class Chicanx family, Aguilar brings strong personal and community commitments to her research and hopes to become a professor at a minority-serving institution, where she can continue to focus on transformative research that uplifts young scholars. She said it’s a deep honor to be a PhD candidate, and she feels an immense privilege that’s rooted in responsibility to her community.

“As a first-generation college student and former Pell Grant recipient, I see the NAEd/Spencer Dissertation Fellowship as a collective endurance and manifestation of ancestral dreams,” Aguilar said. “This fellowship invites me to bring methodological innovation and experiential knowledge to the intersections of youth, carcerality and education. By anchoring my work in QuantCrit, Indigenous ways of knowing and community-based participatory research, I am not just analyzing data but rather working alongside community to untangle the punitive practices that restrict far too many lives.

“This recognition honors the brilliance of my community partner, the deep love and sacrifice of my family and loved ones and the strength and wisdom of ancestors. Here’s to imagining and working towards liberatory futures.”

Additionally, Saldaña, a ��Ҵ�ý�ƽ�� alumnus (PhDEdu’22) and current assistant professor at the University of Wisconsin-Madison, received a 2026 NAEd/Spencer Postdoctoral Fellowship.

Saldaña, who is also a fellow in ��Ҵ�ý�ƽ�� National Education Policy Center (NEPC) and host of the NEPC Talks Education podcast, was selected as one of just 25 postdoctoral fellows nationwide from a pool of nearly 500 applicants. His project, “Platform Promises, District Realities: Examining How Organizational Capacity Shapes the Adoption of K–12 Educational Technology,” investigates how school districts navigate the adoption of educational platforms such as Google Classroom, Canvas and ClassDojo.

Saldaña’s work examines whether disparities in school district organizational capacity are creating a new digital divide, one defined not by access to technology but by the ability to manage complex, ongoing relationships with platform providers. His multi-method study aims to deepen understanding of platform-driven inequality and support more equitable technology adoption across districts.

“It’s hard to put into words how grateful I am for the opportunity offered to me by the National Academy of Education and the Spencer Foundation,” he said. “The NAEd/Spencer Postdoctoral Fellowship will give me the time and space to dig into the complex world of education platforms, organizational capacity and district adoption processes.

“I owe an enormous thank you to everyone who has supported me along the way, including my partner, family, friends, mentors and advisors and colleagues. A special shoutout goes out to the ��Ҵ�ý�ƽ�� School of Education, the National Education Policy Center and the Miramontes Fellowship program, all of which offered crucial support during my time as a graduate student.”

NAEd/Spencer fellowships play a vital role in cultivating the next generation of scholars across diverse fields and investing in education research is increasingly important amid declines in research funding.

“Danielle’s and Chris’ research approaches are innovative and deeply needed at a moment when rigorous, transformative education research is more important than ever,” said Amanda Haertling Thein, dean of the ��Ҵ�ý�ƽ�� School of Education.

“These fellowships are more than recognitions—they reflect our school’s national impact in cultivating emerging scholars whose work advances justice, equity and community-rooted approaches to education research. We are proud of Chris and Danielle, and excited about how their work will expand our understanding of the challenges and opportunities facing education today while pointing toward new and important directions for the field.

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Meet Anahi Quintana, advancing equity for bilingual learners and their futures

Hannah Fletcher — Thu, 14 May 2026 21:47:08 +0000

Meet Anahi Quintana, advancing equity for bilingual learners and their futures Hannah Fletcher Thu, 05/14/2026 - 15:47

In bold, black letters posted above the white board and sandwiched between student art and affirmations it reads “Do it for your future self!” in Anahi Quintana’s colorful classroom.

Quintana’s future-focused positivity radiates in her classroom and her graduate studies in the ��Ҵ�ý�ƽ�� School of Education.

A proud bilingual teacher and Mexican‑American whose journey began in Greeley, Colorado with familial roots in Chihuahua, Mexico, Quintana draws inspiration from her family’s history and unwavering belief in educational opportunity. Her father walked for miles through rain to get to school, and her mother had to leave school after third grade to begin working—sacrifices that propelled Quintana’s academic pursuits and commitment to her students.

“Like my parents would always say, lo que uno siembra es lo que cosecha,” she said. “Make sure to plant persistence, patience, hard work and what will grow from there will be strong roots with lots of rewards.”

Carrying those lessons with her, Quintana entered the Equity, Bilingualism and Biliteracy Master’s program in the ��Ҵ�ý�ƽ�� School of Education, where her bilingualism was embraced by professors and integrated into her learning. That experience affirmed what she already knew from her classroom: students thrive when their experiences and bilingualism are affirmed. She makes sure her sixth grade students feel that same level of affirmation and see their bilingualism is an asset and strength.

That spirit of positivity and persistence guided Quintana’s graduate studies, where she used her final inquiry project to study the misalignments between prescriptive curriculum and her students’ needs.

Initially enthusiastic about her district’s new scripted English Language Arts curriculum across all middle schools, Quintana soon saw cracks in the curriculum's rigid structure and gaps in meeting the linguistic, cultural and academic needs of her emergent bilingual learners.

Quintana designed a qualitative study comparing the mandated curriculum with her own teacher‑created, translanguaging aligned instruction and found students were more engaged, demonstrated stronger comprehension and expressed a clear preference for the flexible, affirming lessons.

Armed with her analysis demonstrating how standardized curricular mandates marginalize emerging bilingual learners, Quintana shared her findings with colleagues and district leaders — sparking deeper policy conversation and resulting in more flexibility in the curriculum that better supported teachers and students in her district.

By incorporating her experiences into research, advocacy and teaching, Quintana challenged monolingual norms and advanced equitable instructional practices for all. Faculty members, Deb Palmer and Robert Garcia, successfully nominated her for the Outstanding Leadership Award for the ways she leads by example for the young middle schoolers in her classroom and throughout the district. Advocating for the importance of their experiences and their future selves is her life’s work.

“[After graduation,] I am going to do what I love to do the most and what I am passionate about and that is teaching,” she said proudly. “I will keep having my students' best interest at heart and I will keep advocating for their needs.”

In her own words

Please tell us a bit about yourself

My name is Anahi Quintana. I was born in Greeley, Colorado and my roots are from Cuauhtémoc, Chihuahua Mexico. I am a proud Mexican-American. I am currently a 6th grade reading and language arts teacher. I am passionate about teaching and believe that everyone deserves an equitable opportunity at an education. I proudly incorporate my upbringing, my background, and my culture into teaching. I love when my students learn that being bilingual is an asset. I serve as a reminder that being bilingual and our backgrounds are strengths in this world and not barriers. I love to advocate for my students and always have their best interest in mind.

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

One of the most significant lessons from my time at ��Ҵ�ý�ƽ�� that I will carry into the next chapter of my life is how much representation matters and learning to advocate for my students and have their best interest at heart. In grad school, I was able to see how much my mother tongue was used in my learning and how much my professors embraced it. This further proved the importance of representation and advocating for it.

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

Graduating from ��Ҵ�ý�ƽ�� is not just my success and my achievement, it is my parents' achievement too. This is for my grandparents, who had to let go of their children and hope they would make it in a new country to hold on to something better. It is for every late night my parents spent making sure I had the opportunity they never did. It is for the nights that I would go in and help my parents clean buildings, every mop on the floor, trash thrown away — it is every single moment that brought me here where I am today. Walking on the stage, I am not alone. On that stage walks with me the sacrifices everyone made for me to be in this exact moment. I carried a piece of each and every one of my family members onto that stage.

What is your best piece of advice for incoming students?

The best advice is to push through and be persistent. There will be nights that you will cry, there will be sweat and tears but you can do it! That nervous feeling you get in the pit of your stomach means you are challenging yourself and you are growing. Also, whatever you are passionate about, embrace that and incorporate that in your learning. You will thrive when you are able to connect your passion to your learning! Finally, never forget que sí se puede y todo es posible con esfuerzo! And like my parents would always say, lo que uno siembra es lo que cosecha. Make sure to plant persistence, patience, hard work, and what will grow from there will be strong roots with lots of rewards! You’ve got this!

What are your next steps after graduation?

I am going to do what I love to do the most and what I am passionate about and it is teaching. I will be teaching reading and language arts next year. I will keep having my students' best interest at heart and I will keep advocating for their needs.

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Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding

Ichigo Takikawa — Fri, 01 May 2026 20:43:27 +0000

Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding Ichigo Takikawa Fri, 05/01/2026 - 14:43

Before starting his PhD at ��Ҵ�ý�ƽ��, Kyle Kopsick taught social studies at a high school in Quito, Ecuador for roughly five years. This experience greatly impacted his life and guided him to further his learning by joining the doctoral program in educational foundations, policy and practice.

“I knew I wanted to draw from anthropology and philosophy to explore how international curricula and sociocultural differences shape pedagogy,” said Kopsick.

Kopsick’s dissertation, titled "Intercultural education (un)realized: How neoliberal and neocolonial pressures constrain educational purpose and practice,” builds upon a year-long ethnographic study in Costa Rica. His work explores how an international school there sought to educate across differences and build intercultural understanding using the International Baccalaureate curriculum. Based on classroom observations, teacher interviews and student focus groups, Kopsick’s study shows how global and local pressures to perform on exams and gain credentials often narrowed what teachers and students could meaningfully pursue.

Kopsick was awarded the 2023-24 Fulbright-Hays Doctoral Dissertation Research Abroad fellowship from the Department of Education to complete this work and received the ��Ҵ�ý�ƽ�� School of Education’s 2026 Outstanding Dissertation award.

“His carefully designed and theoretically sophisticated study also stands to contribute to debates in allied fields, including philosophy of education and teacher education,” said his award nominators and Associate Professors Andrea Dyrness and Terri Wilson.

“Kyle’s work—as his committee affirmed in his defense—is powerfully interdisciplinary,
contributing to debates about the ethical and political complexity of teaching practice, as well as moral dimensions of education. Beyond pointing to such tensions, Kyle’s work documents spaces of resistance and solidarity, between both teachers and students, in ways that centered questions of meaning, power and humanity… we see his study as exemplifying the
very best of our program—and our School of Education.”

But his mentors, as well as his students and teachers in the classrooms, describe and notice Kopsick as humble and easygoing. He doesn’t suggest that his study can offer direct solutions, but rather, presents it as a critical case study. Furthermore, Kopsick reflects on how his learnings in the program impact his daily life.

“Through my studies and teaching at CU, I’ve improved my capacity to carefully observe, pose useful questions and identify the root of the matter at hand,” said Kopsick.

“I’ve learned that dissonance is generative when it’s approached from an inquiry orientation, and I’ve learned how to more clearly think through and navigate complexity. These are lessons that are useful for research and teaching but, more importantly, they are lessons that enhance my everyday life. I'm much more disciplined in my thinking now, and that discipline is grounded in the reminder that worthwhile inquiry is always ongoing.”

Kopsick is looking forward to staying at ��Ҵ�ý�ƽ�� this fall as a postdoctoral fellow.

In his own words

1) Please tell us a bit about yourself:

I grew up in the Chicago area and taught social studies at a high school in Quito, Ecuador. I was deeply moved by my time in Ecuador and was motivated to further examine my teaching experiences in a doctoral program. While I was unsure of exactly what that would entail, I knew I wanted to draw from anthropology and philosophy to explore how international curricula and sociocultural differences shape pedagogy.

I chose ��Ҵ�ý�ƽ�� because of its foundations program. I was impressed by the faculty and knew I would be both pushed and supported. I was also promised that I would be able to consistently teach undergraduate courses, which was important for me. That promise was definitely kept!

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

Through my studies and teaching at CU, I’ve improved my capacity to carefully observe, pose useful questions, and identify the root of the matter at hand. I’ve learned that dissonance is generative when it’s approached from an inquiry orientation, and I’ve learned how to more clearly think through and navigate complexity.

These are lessons that are useful for research and teaching but, more importantly, they are lessons that enhance my everyday life. I'm much more disciplined in my thinking now, and that discipline is grounded in the reminder that worthwhile inquiry is always ongoing.

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

CU is a wonderful public university that, at its best, brings diverse people together to engage in open inquiry, discussion, and deliberation. I’m grateful to have spent the past six years here and will always feel a connection to the Boulder community.

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

I’ll share a few that are closely related: Read widely, deeply, and recursively. Ask questions and follow your curiosities. Beware of certainty. Engage with people who think differently than you.

5) What are your next steps after graduation?

I’m fortunate to be staying at ��Ҵ�ý�ƽ�� as a postdoctoral fellow. I’ll be working on a great project aimed at strengthening the civic and democratic aims of the university.

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Meet Tori Martin, whose capstone is changing the conversation about school choice

Hannah Fletcher — Fri, 01 May 2026 05:53:12 +0000

Meet Tori Martin, whose capstone is changing the conversation about school choice Hannah Fletcher Thu, 04/30/2026 - 23:53

Victoria “Tori” Martin came to Colorado with a love of mountains and deep commitments to educational equity shaped by years of study, teaching and experiences in Washington, D.C. and abroad.

As an undergraduate at Villanova University, Martin designed her own major at the intersection of education and social justice, a choice that reflected her early understanding that education is inseparable from questions about educational access and opportunity. After graduation, she taught English in Laos through the Fulbright Program, which deepened her belief in community-centered approaches to education and policy.

Martin was drawn to the ��Ҵ�ý�ƽ�� School of Education for her master’s studies for its national reputation in education policy and its home for the renowned National Education Policy Center. In the Educational Foundations, Policy and Practice program (EFPP), she got what she was looking for and more, including making new connections that deepened her understanding of educational equity. Her advice for other students is to find ways to meaningfully engage with mentors and peers at ��Ҵ�ý�ƽ��.

“There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors,” she said.

The feeling is mutual. Martin’s faculty advisor, Terri Wilson, chair of EFPP, enthusiastically nominated her for the Outstanding Capstone Award for her project called “Opportunity Hoarding in School Choice: How Admissions Policies Structure Disparate Access.”

Wilson praised Martin’s work as theoretically sophisticated, methodologically innovative and politically attuned. Drawing on state-level data, Martin analyzed open enrollment admissions policies for 20 Colorado districts with the highest levels of school choice. She drew from respected theories of social and cultural capital, opportunity hoarding and interest convergence to create an original weighted coding rubric to evaluate how transparent, accessible and equitable school choice admissions systems truly are.

Martin’s work translates complex theories into concrete, measurable policy features. Wilson noted that Martin’s time-bound review protocol—limiting each district search to 45 minutes—was “particularly inventive,” mirroring the real constraints families face when navigating school choice.

In her award-winning capstone, Martin reframes a longstanding policy debate. Instead of asking why some families underutilize school choice, she illuminates how systems are designed in ways that make equitable participation structurally difficult. Her findings reveal how administrative hurdles reinforce inequity—not necessarily overt exclusion, but through design choices that privilege those who are already equipped to navigate them. Martin’s recommendations offer districts concrete, realistic pathways to expand access for all.

Looking ahead, Martin plans to continue her work as a Research Analyst at Westat, where she provides technical assistance to federal grantees, and she hopes to build on her ��Ҵ�ý�ƽ�� degree to continue a career in public education research and advocacy that centers inquiry and rigor.

Martin’s capstone may be complete, but the questions she raised and the solutions she proposed will continue shaping conversations about education equity in Colorado and, ideally, inspire community-informed policy change for years to come.

In her own words

Please tell us a bit about yourself

I’m originally from Connecticut and moved to Colorado about three years ago, after spending a few years working and living in Washington, D.C. As an undergraduate at Villanova University, I designed my own major in Education and Social Justice. After graduating, I taught English in Laos through the Fulbright Program. I chose ��Ҵ�ý�ƽ�� because I wanted to continue building on the strong foundation I developed during my undergraduate studies, and I was drawn to the strong reputation of ��Ҵ�ý�ƽ�� School of Education and the National Education Policy Center. And, I love the mountains!

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

One of the most significant lessons I’ll carry with me from my time at ��Ҵ�ý�ƽ�� is the importance of grounding my work in community perspectives. Through my coursework and interactions with faculty and peers, I’ve learned how essential it is to center the experiences of educators when thinking about policy and research.

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

Graduating from ��Ҵ�ý�ƽ�� reflects the culmination of years spent pursuing work rooted in educational equity, and it affirms the support and encouragement I’ve received from mentors, peers, and loved ones along the way!

What is your best piece of advice for incoming students?

Be sure to meaningfully engage with your advisor and other mentors on campus. There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors!

What are your next steps after graduation?

I will continue in my current role as a Research Analyst at Westat, where I provide technical assistance to federal grantees in the Promise Neighborhoods and Full-Service Community Schools programs, and conduct research for government agencies. Looking ahead, I hope to build on my current role and my EFPP degree by pursuing a career in public education research and advocacy.

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Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education

Hannah Fletcher — Wed, 29 Apr 2026 22:52:18 +0000

Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education Hannah Fletcher Wed, 04/29/2026 - 16:52

From a fisheries biologist turned rural middle school science teacher to today a doctoral graduate and teacher educator, Loraine Glidewell’s journey seems to be as winding as a remote river in Colorado’s beautiful backcountry. But with a closer look, a pattern emerges. Glidewell has always been drawn towards people and places others can overlook.

Glidewell came to the ��Ҵ�ý�ƽ�� School of Education to pursue her PhD in Teacher Learning, Research and Practice after teaching in the San Luis Valley, a place with a deep history but an expansive area where many Coloradans drive through or pass by.

In the valley, she saw a community rich with curiosity, resilience and wonder—the perfect place to teach science. When she became a middle school teacher in Monte Vista, Glidewell didn’t just teach students; she felt connected to them in the same way that a scientist understands the interconnectivity of a thriving ecosystem.

As a teacher, Glidewell noticed her students’ strengths before they noticed it in themselves. She watched them grow across grades and time, and they watched her growth too. She has always been focused on supporting people and community.

Some of her same students later showed up at ��Ҵ�ý�ƽ�� to support her during her dissertation defense and to cheer her on during her 3‑Minute Thesis competition, where she won the people’s choice award and campuswide award to represent ��Ҵ�ý�ƽ�� at the regional competition.

That’s the kind of magic Glidewell brings to her relationships, cultivates in her classrooms and centers in her research. She sees beauty in small towns and in the oft overlooked corners of rural education. Her life’s work includes sharing that beauty with others.

Her faculty describe her “humanizing vision,” her ability to see the full potential of students and teacher candidates and her talent for designing learning experiences that are “powerful, informative and memorable.” All the reasons that helped Glidewell earn the School of Education’s Outstanding Teaching Award.

Glidewell sees people—really sees them—and that changes everything. She talks glowingly about her supporters: her advisor, her professors, her cohort, her partner, her current and former students and especially her family. She carries their support with her and aims to pay it forward.

“I never saw myself as a science person, as a teacher, as a doctor," she said. "Life has been a wild and unexpected ride. Even though my family did not have the social capital to help me understand and navigate college, they gave me other tools that helped me along the way.”

Through all her many, varied experiences, Glidewell has learned that brilliance doesn’t come packaged in degrees or titles. Her research and teaching are driven by a conviction that rural communities are rich sources of scientific knowledge and possibilities.

Glidewell wants future teachers to see the potential she sees in rural learning communities and in themselves. She wants to make the invisible more visible. She believes that magic is everywhere and available to everyone willing to take a closer look.

In her own words

Please tell us a bit about yourself

I came to ��Ҵ�ý�ƽ�� from the beautiful San Luis Valley in southern Colorado. I set out in life to be a biologist and had a pretty amazing life working with Colorado Parks & Wildlife in the fisheries world. But then somehow, I ended up randomly becoming a middle school science teacher in our rural community, and it changed my life. So often we talk about teachers and the impact they can have on students, but my students had the biggest impact on me. I was so lucky to get to be a teacher in Monte Vista, Colorado. In a small town, you get to watch your students grow up over time, across grades, and across town. I even have had the joy of seeing students I taught as middle schoolers here, now as college students, at ��Ҵ�ý�ƽ��! One even made it to my dissertation defense. That's the magic of rural education. The relationships are so deep and they don't stop at the end of a school day or the end of a school year. My students actually encouraged me to be here, to work on teacher shortages in rural areas. I chose ��Ҵ�ý�ƽ�� because it was a rare fully funded program, and as a rural teacher, there are serious pay inequities between folks teaching in more urban and suburban spaces and those of us everywhere else. I would not have been able to afford a PhD on my own, and I got so lucky with the incredible mentorship and friendship I experienced here along the way.

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

The thing that I am going to carry with me wherever I go next is the importance of showing up for one another. I had so many people show up for me during my time here at ��Ҵ�ý�ƽ��. The best example was during the 3-Minute Thesis competition, which was something way outside of my comfort zone. I am truly a shy human, and I pushed myself to gain skills and practice in talking about and sharing my work. At the competition, I had so many people show up for me. My advisor, my professors, my friends who are also in this doctoral program, my best friend and love of my life, my family, the pre-service teachers I have been so lucky to get to know and teach, and even my students from Monte Vista School District, one even drove down from CSU Fort Collins to surprise me and be there to support me. The way that people in my life have shown up for me is something I am not just going to carry with me, but something I am deeply motivated to pay forward.

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

My dad was a bartender and a wonderful human being. My mom is the funniest person I know. My big sister is the bossiest person I have ever met in my life. My brother Jojo, who has a rare genetic disorder, is deaf, mute, endlessly curious, and a close observer. Even though no one in my family went to college, bartending is a world of science and mixtures, a sense of humor is a source of strength and optimism, bossiness is just another word for leadership, and there is so much to learn by having a sense of wonder and paying attention to the details of the world around you. I never saw myself as a science person, as a teacher, as a doctor. Life has been a wild and unexpected ride. Even though my family did not have the social capital to help me understand and navigate college, they gave me other tools that helped me along the way. What this PhD means is that my nieces, my nephew, my students I got to teach out in Monte Vista, and someday, my kids, will know that something like this is possible for all of us.

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to be just as invested in the people around you as you are in yourself. Care just as much about their work and their happiness as you care about yours. This is a really tough journey, and it’s tough for everyone. Everyone is trying to figure it out, navigate life, do something meaningful, and it’s a lot easier (and so much more enjoyable) when you engage in that process together. My cohort and other doctoral students along the way made me feel like I could do this. They helped make me feel like my work mattered, and the things I care about are worthy of exploration. They even embraced all of my weird bug references and metaphors! In return, I am their biggest cheerleader, and so proud to know them and see how their work unfolds. The people around you are your best resource!

What are your next steps after graduation?

Looking to the future, my goal is to put my experience and passion for science education, teacher preparation, and rural education to work! In my dream world, this is as a future professor at a university in Colorado or nearby. I hope to continue to engage in teaching and research that supports beautiful science instruction, especially in rural areas that are often excluded by mainstream education research, policy, and curriculum. I believe that rural areas are incredibly rich for science teaching and I hope to be able to do work that makes that visible to pre-service teachers and beyond.

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Meet Paolo Chavez Calvadores, an educator leading through compassion, community and intentionality

Hannah Fletcher — Wed, 29 Apr 2026 04:05:02 +0000

Meet Paolo Chavez Calvadores, an educator leading through compassion, community and intentionality Hannah Fletcher Tue, 04/28/2026 - 22:05

When Paolo Chavez Calvadores started teaching in rural Colorado, he yearned for a more intentional approach to his work and how he shows up in the world.

Originally from the Philippines, Calvadores came to the United States hoping to “grow as an educator and serve students in a meaningful way," he said.

At the Julesburg School District, Calvadores teaches an astonishing range of subjects across grades 6–12, including core sciences for grades 6th-8th and Physical Science, Biology, Chemistry, and Physics for high school. He's also taught elective classes including Forensics, Astronomy, Environmental Science, Zoology and the Quantum Science afterschool program. Rather than succumbing to overwhelm, he decided to focus on compassion and growth for himself, his students and his fellow educators.

Those desires led him to enroll in the Master’s in Teacher Leadership program at ��Ҵ�ý�ƽ�� and particularly the Certificate track in "Cultivating Compassion in Ourselves and Our Schools," which turned out to be a transformative decision, he said.

The program, offered entirely online with ample interactions between educators from all over Colorado and beyond, allowed the science teacher from his small district in northern Colorado to engage in deep connections with other educators.

The Teacher Leadership program’s ethos that leadership starts with how to treat and support others mirrored Calvadores’ own passion.

“��Ҵ�ý�ƽ�� gave me space to grow in ways that I didn’t expect,” he said. “It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing ��Ҵ�ý�ƽ�� wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.”

Through the reflections from the program and classroom practices, Calvadores discovered that leadership begins with grounding and setting his intentions before taking action.

“Before this program, I often focused on doing more, being better and pushing through difficulties without really pausing," he said. "But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues and my community, I need to first be grounded, present and know what my intention is. This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience and intention.

“Real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day."

That's not only Calvadores' philosophy as an educator, but as a person as well.

Faculty describe him as a deeply community‑centered educator whose leadership is rooted in compassion, dignity and service. He has earned the Outstanding Graduate in Community Engagement Award for the ways he supports his rural Colorado school through extraordinary teaching and leadership and additionally contributes at the state and national levels through professional learning in science education and compassion‑driven practices. His commitment to uplifting others extends beyond his classroom.

As an immigrant building a life in the U.S., Calvadores and his journey has included uncertainty, long hours and the challenges of balancing work, faith, study and family. But through it all, he never feels alone. His family, colleagues and new connections in the Teacher Leadership program have walked alongside him.

For Calvadores, graduating is a reminder that his work has never been about just him. It is about the lives he impacts as an educator and the responsibility he carries to keep growing, serving and leading with compassion.

“Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported and reminding myself that growth begins from within.”

In his own words

Please tell us a bit about yourself

I was originally from the Philippines and came to the United States hoping to grow as an educator and serve students in a meaningful way. Teaching has always been more than just a job for me. It’s something I feel called to do, especially in building relationships and being present for my students.

When I started to teach here in Colorado, I realized that I wanted to be more intentional in how I show up, not simply as a teacher, but as someone that my students and colleagues can rely on. That’s what led me to the Teacher Leadership program at ��Ҵ�ý�ƽ��. I was really engaged with the program because it focuses on reflection, real classroom experiences, and the idea that leadership starts with how we treat and support others.

��Ҵ�ý�ƽ�� gave me space to grow in ways that I didn’t expect. It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing ��Ҵ�ý�ƽ�� wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.

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

One of the most meaningful lessons I’ve learned from my time at ��Ҵ�ý�ƽ�� is that leadership starts with understanding your intention. Before this program, I often focused on doing more, being better, and pushing through difficulties without really pausing. But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues, and my community, I need to first be grounded, present, and know what my intention is.

This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience, and intention. It also helped me see that real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day.

This is something I will bring with me into the upcoming chapter of my life, not simply as an educator, but as a person. Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported, and reminding myself that growth begins from within.

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

Graduating from ��Ҵ�ý�ƽ�� represents more than just earning a degree; it represents sacrifice, faith, and the support of the people who have walked this journey with me.

As someone who came from the Philippines and established a life here in the U.S., this milestone carries a deeper meaning for my family and community. There were many phases of uncertainty, being far from home, managing a different system, and managing work, studies, and family responsibilities. But through all of that, I was never alone. My wife, my family, my colleagues, my community, and all the people I have met along the way have been a constant source of strength and encouragement.

For my family, this represents the fruit of perseverance and faith, that, still in the middle of challenges, God provides a way forward. For my community, I hope this reflects what is possible when we stay committed to our purpose and continue to serve others with intention.

For me personally, this is a reminder that this journey was never just about me. It is about the lives I get to impact as an educator, and the responsibility I carry to keep growing, serving, and leading with compassion wherever I go.

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to be present and give yourself grace. It is easy to feel like you have to do everything perfectly, especially in a program like this, but real growth happens when you allow yourself to learn, reflect, and even make mistakes. Take time to truly engage in the experience, not just to complete the work, but to deeply understand how it connects to who you are as an educator and as a human being. The most meaningful parts of this journey, for me, came from times of reflection, conversations with others, and applying what I learned in real life. Also, do not be afraid to lean on your community. The people around you, your classmates, professors, and colleagues, are part of your growth. You do not have to do it alone.

And lastly, always come back to your why. When things feel overwhelming, remembering why you started will help ground you and keep you moving forward with purpose.

What are your next steps after graduation?

After graduation, I plan to continue growing in my role as an educator and leader, with a greater focus on building a culture of compassion and support within my school and community. I want to continue the work I started through my capstone by creating intentional spaces where both students and teachers feel valued, connected, and supported.

I also hope to share this work beyond my classroom through collaboration, professional learning, and opportunities to connect with other educators. Being part of spaces like inquiryHub and presenting at conferences like the National Science Teaching Association has shown me how powerful it is to learn alongside others and contribute to a larger community.

At the same time, my next steps are also grounded in my personal life. I want to continue showing up for my family, growing in my faith, and staying rooted in the purpose that brought me here in the first place.

I also hope to stay connected with the University of Colorado Boulder community in meaningful ways, and if given the opportunity in the future, I would love to be part of this university. It has been a place where I have grown so much, and I believe it is also a place where I can continue to grow and give back. That is something I truly pray for.

More than anything, I see this not as an ending, but as a continuation of the work I am called to do, to serve, to lead with intention, and to make a meaningful impact wherever I am.

When Paolo Chavez Calvadores started teaching in rural Colorado, he yearned for a more intentional approach to his work and how he shows up in the world. Originally from the Philippines, Calvadores came to the United States hoping to “grow as an educator and serve students in a meaningful way," he said.

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Meet Collette Heskett, a mountain biker, bug watcher and passionate advocate for neurodivergent learners

Tyler Caldwell — Mon, 27 Apr 2026 20:58:24 +0000

Meet Collette Heskett, a mountain biker, bug watcher and passionate advocate for neurodivergent learners Tyler Caldwell Mon, 04/27/2026 - 14:58

Cherishing her own neurodivergent identity, Heskett believes that ��Ҵ�ý�ƽ�� commitment to fostering curiosity and community played a significant role in her school choice.

“[��Ҵ�ý�ƽ��] also gave me the chance to build a community of incredible peers and professors who push me to think bigger,” Heskett said.

Originally from England, Heskett has spent over half her life falling in love with the many outdoor adventures that Colorado has to offer, eventually finding herself building upon her academic interests during her undergraduate studies in ��Ҵ�ý�ƽ�� Environmental Biology and Education programs.

During her graduate studies in the School of Education’s Learning Sciences & Human Development program, Heskett was able to refine her interests and academic passion into a focus on neurodivergent representation in education and AI literacy, “areas I believe are increasingly inseparable as technology shapes how we teach and learn,” Heskett said.

Heskett’s capstone project is a testament to this passion, a project that Professor Bill Penuel was enthusiastic about when he nominated Heskett for this year’s Outstanding Capstone Award.

Using innovative strategies and an intervention method originally developed here at ��Ҵ�ý�ƽ��, Heskett's capstone study focused on inclusivity of neurodivergent learners and showed that students in her treatment groups were more likely to pay attention to each other in collaborative activities.

“These innovations, moreover, are likely to be integrated fully into future curriculum materials in our Institute for Student AI-Teaming’s work to cultivate AI literacy,” Penuel said.

While Heskett’s parents may see her academic achievement as the lifelong fruition of the curiosity and determination of their little backyard bug watcher, Heskett herself feels that it marks a commitment to the work she cares most about, “ensuring that neurodivergent students see themselves represented in the classroom and that educators are equipped to meet them there.”

After graduation, Heskett will begin a doctoral program in Educational Theory and Practice - Curriculum and Pedagogy at Simon Fraser University in Burnaby, British Columbia.

In her own words

Please tell us a bit about yourself

I am originally from England but have lived in Colorado for over half my life. My parents love to remind me that I was born to be in science education as I would often play "teacher" with my toys or watch bugs in their habitat for hours. Coming to ��Ҵ�ý�ƽ�� as an undergraduate in EBIO and Education played on these interests and led me to the Learning Sciences and Human Development MA program, where I was able to deepen my understanding of what it means to support all learners in the classroom. This passion grew into a focus on neurodivergent representation in education and AI literacy, areas I believe are increasingly inseparable as technology shapes how we teach and learn. I chose CU for both my undergraduate and graduate careers because this school not only fosters academic curiosity but also gave me the chance to build a community of incredible peers and professors who push me to think bigger.

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

Hard work means nothing without balance. One of the most valuable things my advisor taught me is that stepping away from your work isn't a setback, it's part of the process. Giving your mind space to rest and wander is what allows you to come back sharper and more creative. For me, that usually looks like mountain biking, hiking, swimming, or camping with friends in the mountains I've been lucky enough to call my backyard. Besides, it's hard to overthink your thesis when you're flying down a mountain trail and your brain has exactly one job: don't crash.

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

Graduating from ��Ҵ�ý�ƽ�� represents the beginning of something, not just the end. For my parents, who watched their "neurospicy" kid fall in love with adventures in Colorado, this degree is a reminder that curiosity and determination can take you far. For me personally, it marks a commitment to the work I care most about: ensuring that neurodivergent students see themselves represented in the classroom and that educators are equipped to meet them there. I will always carry CU with me, not just as a credential, but as the place where incredible advisors and peers helped me find the shape of my ambitions.

What is your best piece of advice for incoming students?

Ask questions and stay curious! My professors in undergrad used to say that as teachers, we need to support our students in being "little scientists", but we also need to remember to embrace that mindset in our own lives. Whether you're talking to a professor, a peer, or someone you just met, asking genuine questions can open doors you never knew existed. Some of my most unexpected opportunities came simply from being curious and willing to start a conversation.

What are your next steps after graduation?

I will be pursuing a PhD at Simon Fraser University in the program: Educational Theory and Practice - Curriculum and Pedagogy.

Collette Heskett’s parents always lovingly remind her that she was born to be in science education. From a young age, Heskett spent most of her time playing “teacher” with her toys or observing bugs in their habitats for hours. Many years later, Heskett is now the 2026 ��Ҵ�ý�ƽ�� School of Education's Outstanding Capstone graduate.

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Meet Lex Hunter, a rising scholar whose work is rooted in care, connection and community healing

Hannah Fletcher — Fri, 24 Apr 2026 22:04:04 +0000

Meet Lex Hunter, a rising scholar whose work is rooted in care, connection and community healing Hannah Fletcher Fri, 04/24/2026 - 16:04

Alexis “Lex” Hunter’s advisors put it simply: the field needs more scholars like her.

“Lex is positioning herself to be both a leading theorist and practitioner of community-engaged research,” said her advisors, Ben Kirshner, professor of learning sciences and human development, and Terrenda White, associate professor of educational foundations, policy and practice, who nominated her for the School of Education’s Outstanding Graduate in Community Engagement Award.

“Our field needs more scholars like Lex, who combine radical imagination, communal care and analytic rigor.”

Hunter arrived at ��Ҵ�ý�ƽ�� at age 21, bringing with her lived experiences and learning shaped by family, community and the everyday spaces where wisdom is shared. She is a researcher who not only practices the core values of community engagement—reciprocity and respect for local knowledge—but she is someone who is pushing the boundaries of what community engagement can be. She was a key contributor to two major participatory action research projects, Voices of Healing and Building a Legacy in Engineering, and both reflect her commitments to collaborating with youth and social justice youth organizations to “understand the ways young people in racially marginalized communities interpret and resist injustice, build community and heal from intergenerational trauma through activism and culturally sustaining practices.”...

“I came to CU for my doctoral studies with the desire to study the intersections of youth activism, mental health, and healing with communities of color,” she said. “It has been a blessing to be in Colorado, where the community carries a long and continued legacy of loving, justice-centered, powerful and potent community organizing work…”

Hunter’s dissertation work, which focused on a project co‑designed with Black and Latina femme youth to surface ancestral archives, demonstrates her gift for creating spaces rooted in trust, shared decision‑making and cultural grounding. Her trust in youth is demonstrated in the ways she has centered youth as co‑researchers in academic spaces, for example co‑authoring published work and co‑presenting at several national conferences with youth partners.

For Hunter, her work is inseparable from the relationships that shaped her research.

“I continue to find that the most tender and precious moments—both personally and professionally—happen through connection,” she said. “Whether it was through collaborative projects with youth, grabbing food with friends or being in conversation with mentors, these cherished relationships remind me that shared presence and witnessing are precious.”

Hunter hopes students who follow will stay present to their experiences and seek community to allow themselves to “feel deeply, question boldly.”

After graduation, Hunter will join the University of Cincinnati as an Assistant Professor of Human Development and Community Engagement, to continue working alongside historically marginalized communities and engaging in organizing and social change.

Her mentors consider her a remarkable scholar and person poised to help redefine what ethical, community‑engaged research can be.

In her own words

Please tell us a bit about yourself.

My journey as a learner, educator, and researcher began long before I ever entered graduate school. It began with my family and in community spaces - at the kitchen table, at the park, in my auntie's garden. I came to CU for my doctoral studies at 21 years old with the desire to study the intersections of youth activism, mental health, and healing with communities of color. It has been a blessing to be in Colorado, where the community carries a long and continued legacy of loving, justice-centered, powerful, and potent community organizing work.

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

One of the most important reminders for me throughout my time at ��Ҵ�ý�ƽ�� is the importance of slowing down and truly spending time in community. I continue to find that the most tender and precious moments -- both personally and professionally -- happen through connection. Whether it was through collaborative projects with youth, grabbing food with friends or being in conversation with mentors, these cherished relationships remind me that shared presence and witnessing are precious.

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

Graduating represents something so much larger than me. It reflects the sacrifices and persistence of the people and communities who continue to carry me. I know my family is proud of me and how I honor our lineage through my work as I sit with deep, unresolved grief, given the atrocities of antiblackness, and work to transform that pain into practices of healing and solidarity alongside community. This moment is not mine alone, as it is part of a continuum of struggle and possibility.

What is your best piece of advice for incoming students?

Stay present to the work and to the world you carry within you. Do not separate your experiences as they are the foundation of your insight, your creativity, and your impact. Allow yourself to feel deeply, to question boldly, and to sit with what is unresolved. Seek community intentionally, and lean into relationships that lovingly challenge, support, and sustain you.

What are your next steps after graduation?

After graduation, I will begin my journey as an Assistant Professor of Human Development and Community Engagement at the University of Cincinnati. I move into this next chapter with a desire to continue building with Black youth and marginalized communities who are engaged in organizing work.

Alexis “Lex” Hunter’s advisors put it simply: the field needs more scholars like her. “Lex is positioning herself to be both a leading theorist and practitioner of community-engaged research,” said her advisors, who nominated her for the School of Education’s Outstanding Graduate in Community Engagement Award.

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Student News

Meet the Colorado educators who "go the extra yard" in their schools

Meet the finalists:

Benjamin Pruitt

What does this nomination mean to you as a teacher and Forever Buff?

Carla Cariño

What does this nomination mean to you as a teacher and Forever Buff?

David Auday

What does this nomination mean to you as a teacher and Forever Buff?

Lindsey Hand

What does this nomination mean to you as a teacher and Forever Buff?

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The spark: How a graduate student is reimagining ���Ҵ�ý�ƽ������ orientation for Spanish‑speaking families

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Two ���Ҵ�ý�ƽ������ education scholars earn prestigious National Academy of Education/Spencer early career honors

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Meet Anahi Quintana, advancing equity for bilingual learners and their futures

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Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding

In his own words

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Meet Tori Martin, whose capstone is changing the conversation about school choice

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Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education

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