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��Ҵ�ý�ƽ�� education scholars to discuss new books at upcoming Boulder events

Hannah Fletcher — Tue, 02 Sep 2025 16:42:13 +0000

��Ҵ�ý�ƽ�� education scholars to discuss new books at upcoming Boulder events Hannah Fletcher Tue, 09/02/2025 - 10:42

Books, events to explore faculty and alumni commitments to centering compassion and justice in education and while sharing tangible resources for educators, school leaders, activists, allies and more.

��Ҵ�ý�ƽ�� School of Education faculty and alumni will be featured in two upcoming author events at the Boulder Book Store this fall. Both events highlight some of the innovative ways ��Ҵ�ý�ƽ�� education scholars are working to support and study the development of more compassionate, inclusive and just schools.

On Tuesday, Sept. 9 at 6:30 p.m., alumna Ashley Potvin (PhDEdu’18), research associate at the Renée Crown Wellness Institute, and Bill Penuel, distinguished professor in the School of Education’s Learning Sciences and Human Development program and faculty fellow with the Crown Institute, will present their new book, “Creating Compassionate Change in School Communities: Leading Together to Address Everyday Suffering in Schools.”

If you go

Creating Compassionate Change in School Communities

Ashley Potvin & Bill Penuel
Tuesday, Sept. 9 | 6:30 p.m.
Boulder Book Store, 1107 Pearl St.

Tickets

Queer Justice at School

Elizabeth J. Meyer
Thursday, Oct. 16 | 6:30 p.m.
Boulder Book Store, 1107 Pearl St.

Tickets

The book, co-authored by Sona Dimidjian, professor and Crown Institute Director, and Thupten Jinpa, Tibetan Buddhist Scholar and founder of the Compassion Institute, examines how educators across roles, including teachers, counselors, mental health professionals and school leaders, can work collectively to cultivate compassion and dignity in school environments.

On Thursday, Oct. 16 at 6:30 p.m., Elizabeth J. Meyer, professor in the School of Education’s Educational Foundations, Policy and Practice program, will discuss her new book, “Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers.”

Written for secondary students and their adult allies and grounded in scholarship, the book offers resources, case studies and strategies to advance gender and sexual diversity in schools. Meyer also situates LGBTQIA+ justice within broader coalitions for equity, addressing intersecting injustices including racism, ableism, colonialism and classism.

Both events will take place at Boulder Book Store, 1107 Pearl Street.

Tickets are $5 (plus a small processing fee).
Each ticket includes a $5 coupon redeemable for a copy of the featured book.
To request accommodations, contact events@boulderbookstore.com.

Both events and books showcase the scholarship and community impact of ��Ҵ�ý�ƽ�� scholars, and they reflect the School of Education’s ongoing commitment to advancing compassion and justice in education.

School of Education faculty and alumni will be featured in two upcoming author events at the Boulder Book Store. Ashley Potvin and Bill Penuel will present their new book, “Creating Compassionate Change in School Communities" on Tuesday, Sept. 9, and Elizabeth J. Meyer will discuss “Queer Justice at School” on Thursday, Oct. 16.

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Two ��Ҵ�ý�ƽ�� education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

Hannah Fletcher — Mon, 25 Aug 2025 15:21:51 +0000

Two ��Ҵ�ý�ƽ�� education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships Hannah Fletcher Mon, 08/25/2025 - 09:21

Earlier this year, the National Academy of Education (NAEd) announced two University of Colorado Boulder doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been named recipients of the 2025 NAEd/Spencer Dissertation Fellowship, one of the nation’s most prestigious honors for emerging education scholars.

The fellowship recognizes exceptional doctoral research and provides funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Bristol and Hunter were selected as two of just 35 dissertation fellows chosen by leading education researchers from an extremely competitive pool of over 400 scholars.

Bristol’s dissertation, “Teacher Housing Initiatives: An Embedded Case Study of Race, Place and the School-Housing Nexus,” explores how teachers access to affordable housing intersects with race, space and public education. Through mixed-methods research, including national surveys, interviews and Geographic Information Systems (GIS) mapping, she examines how the increasing precarity of housing experienced by teachers connects to their professional behaviors, struggles, views of work and subsequent accounts and descriptions of their teaching and its impact on their students—many whose families also face housing precarity.

Hunter’s dissertation, “We Have Everything We Need: Ancestral Healing Informing Pathways to Collective Liberation in the Lives of Youth of Color,” investigates how Black/African, Latine and Indigenous youth in community organizing spaces view healing as intimately connected to social justice. Drawing on Black/African extra-colonial traditions and healing justice frameworks, her work challenges Eurocentric models of mental health and offers insights for educators on supporting student well-being through culturally grounded, justice-oriented practices.

Both scholars are doctoral candidates in the ��Ҵ�ý�ƽ�� School of Education’s Educational Foundations, Policy and Practice program. Hunter is also pursuing a dual focus in Learning Sciences and Human Development program.

With the support of the NAEd/Spencer Dissertation Fellowship, both Bristol and Hunter will have expanded opportunities to complete and share their impactful research, which is already contributing to more equitable and justice-centered approaches to education.

Bristol brings a sociological and critical geographic lens to her work, grounded in personal experiences with housing instability.

This support often contributes to life-altering opportunities for the fellows. At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

“Teacher Housing Initiatives are increasing across the country without a thorough examination of their efficacy—or their potential to unintentionally exacerbate the very issues they aim to address,” Bristol said. “With the Spencer Foundation's support, I am able to pursue in-depth, nuanced analysis of teacher housing initiatives: exploring when, where, why and how they may serve as meaningful interventions, and conversely, how they may reinforce existing inequalities.

“This work also contributes to a broader understanding of the evolving role school districts are being asked to play in addressing challenges that extend well beyond the traditional scope of public education."

Hunter's research is informed by cultural memory, storytelling and her identity as a triplet.

“For me this fellowship expands my capacity to continue organizing while carrying out my three-article dissertation in community,” Hunter said. “This research is honoring how our lineages understand healing and collective liberation as a life practice, so receiving this fellowship is an aligned and sacred responsibility.”

Ben Kirshner, professor of learning Sciences and human development added: “I’m thrilled that Lex has received this recognition from the Spencer Foundation and National Academy of Education. Lex’s study is innovative in the way she uses participatory methods to explore the ancestral sources of healing among youth of color. Lex brings theoretical sophistication and a deep ethic of care to her research, which promises to take our field in needed directions.”

Kirshner co-advises Hunter with Terrenda White, associate professor in the Educational Foundations, Policy and Practice program, who is also Bristol’s advisor. Both mentors are excited for what the future holds for Bristol and Hunter.

“This support often contributes to life-altering opportunities for the fellows," said White, a past NAEd/Spencer dissertation fellow herself. "At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

Two doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been selected for National Academy of Education/Spencer Dissertation Fellowships, one of the most prestigious honors for emerging education scholars. Bristol explores how teachers' access to affordable housing intersects with race, space and public education. Hunter investigates how youth of color in community organizing spaces view healing as intimately connected to social justice.

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Meet Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the ��Ҵ�ý�ƽ�� School of Education

Hannah Fletcher — Tue, 12 Aug 2025 20:27:01 +0000

Meet Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the ��Ҵ�ý�ƽ�� School of Education Hannah Fletcher Tue, 08/12/2025 - 14:27

As the new Dean of the School of Education, Amanda Haertling Thein recently returned to the ��Ҵ�ý�ƽ�� campus—a homecoming for the alumna.

Thein grew up in Colorado and attended ��Ҵ�ý�ƽ�� as an undergraduate. In this Q&A, she reflects on her path from high school teacher to educational researcher and higher education leader. She is a nationally recognized scholar in English and literacy education with a passion for educational democracy, which aligns with the School of Education’s mission and public scholarship.

Learn more about Dean Thein’s deep ties to Colorado, her call to serve the state, and what excites her most about leading the school into its next chapter.

Q: How did you come to ��Ҵ�ý�ƽ��, and eventually, into the field of education?

I am from Colorado, and I grew up in Centennial. I went to ��Ҵ�ý�ƽ�� as an undergrad and had an amazing experience. I really loved to read when I was in high school—really, my whole life—so that’s what drew me to being an English major. I love to write as well, so I also majored in journalism with a focus on public relations. I even had a part-time job in CU’s Office of Public Relations, where I interviewed faculty about their work. Later, I was a summer intern with the Foundation for Boulder Valley Schools, and that sparked my interest in education.

Near the end of my undergraduate experience, I realized I wanted to be an English teacher, which for some reason had not occurred to me! I went to the University of Denver for teacher licensure and a master’s degree and taught English and advised the newspaper at Heritage High School in Littleton for three wonderful years. While finishing my master’s, I realized how much I loved the intersection of research, theory, and classroom teaching. I realized I was going to miss reading theory and empirical research. My advisor encouraged me to pursue a PhD and to consider a career as a professor in education.

He also encouraged me to find an advisor who was studying what I was interested in, which was how we teach literature to students from a range of backgrounds. That led me to the University of Minnesota to study with Richard Beach. From the start, I was in St. Paul classrooms observing, interviewing, and learning about how students respond to literature. I became passionate about research during my doctoral program, and I also learned a lot about academia and mentorship. My advisor took me to conferences, wrote with me, and introduced me to other scholars. I found it absolutely invigorating to be studying what was happening in classrooms.

Q: Was there something about education research that drew you in, especially after teaching?

As a teacher, I was driven by daily challenges and my relationships with students. Teachers are invested in the lives of students holistically, not just in terms of how they’re doing in your classes. It’s incredibly rewarding, but it’s way more than a full-time job. It’s hard to slow down to engage in research and study what’s happening in a classroom.

I think education needs both: excellent teachers continually improving their practice and scholars studying what happens in classrooms and communities.

Q. Your journey as a faculty member has moved into higher education leadership. How did that come about?

After my doctorate, I became a tenure-track assistant professor specializing in literacy education and mentoring doctoral students at the University of Pittsburgh, which was a great experience. Then I moved to the University of Iowa, which brought us closer to family and gave me rich research opportunities in rural and suburban schools.

The dean invited me to serve as associate dean. I hadn’t planned on administration, but I found I enjoyed shaping college-wide policies, supporting faculty and grad students, and improving student experiences. I worked on program development, policy equity, and graduate education. It was fulfilling in ways I hadn’t anticipated.

I was fortunate to have a dean who saw my potential and he encouraged me to think about other roles on campus. Then, I became Dean of the Graduate College and Associate Provost for Graduate and Professional Education at Iowa. I wanted to know more about how the whole university functioned, and I also wanted to support the experiences of graduate students. I had an amazing experience as a graduate student, but I knew there were other students who didn't. I aimed to create a student-centered experience for grad students. That role really taught me how to be a campus citizen and how to advocate for students across the institution.

Q. What drew you back to ��Ҵ�ý�ƽ��?

��Ҵ�ý�ƽ�� shaped who I am. I had a challenging, meaningful undergraduate experience here, and it stretched me in all the right ways. I wasn’t actively seeking this role, but the idea of leading the School of Education at my alma mater was always in the back of my mind.

What makes ��Ҵ�ý�ƽ�� special to me isn’t just my personal connection. It’s the kind of work happening here. The faculty are deeply engaged in educational equity and democracy through meaningful community partnerships. That’s the kind of work I care about. I also believe deeply in the mission of public flagship research institutions to ensure that research meets the needs of people in the state and the region. I see people at ��Ҵ�ý�ƽ�� forwarding that mission in so many exciting ways, especially in the School of Education.

Q. What are your priorities in your first few months?

First and foremost, I want to learn and listen. I want to understand the school’s history, its programs, and its people—faculty, staff, students, alumni, and community partners. I want to hear what’s important to them. That will lay the groundwork for a collaborative visioning process. I have ideas, but visioning needs to be shared work. I also want us to think about how we align resources with our goals and continue leading in publicly engaged, community-connected scholarship.

Q. Let’s shift gears. What do you love doing outside of work?

I’m a lifelong reader. I especially love fiction and listen to audiobooks constantly—walking my dog, commuting, doing chores. I also love to hike, walk, do yoga, and cook. I read that everyone needs a creative hobby. Cooking has become my creative hobby. I’m always checking the New York Times cooking app for ideas.

And I’m thrilled to be near my family again after 24 years away. My siblings live in Denver, and my parents are in Parker. It's such a gift to live close to them and to be able to see family, and then come back to my own house that night. I love that my children are able to see their cousins on a regular basis. So I'm leaning into that, and I'm reconnecting with some of my lifelong friends.

Q. What’s it like walking across campus now as a dean having once walked those same sidewalks as a student?

It’s amazing. I couldn’t have imagined this as a student. I was recently in a meeting across campus and I took the long way back just to walk around. I remembered living in Hallett, Arnett, and Kitt West. I love thinking about the many memories I have of being here. I rode my bike to campus a couple weekends ago, and I remembered the places where you're supposed to dismount your bike—such a rule follower.

I'm just struck by how beautiful the campus is. I don't remember paying a lot of attention to how beautiful the Flatirons were when I was an undergrad, but it just takes my breath away now. I couldn't be more thrilled to be here.

Q. Anything else you want to add?

Just how grateful I am. The people in the School of Education have been so welcoming, and I feel lucky every day to be here. ��Ҵ�ý�ƽ�� is as inspiring as I remember, maybe more.

I'm amazed to be surrounded by so many people who care about this university and school the way that I do and I hoped people would. I can't wait to lean into the future of the University of Colorado Boulder together.

Aren’t we fortunate too! Welcome, Dean Thein.

As the new Dean of the School of Education, Amanda Haertling Thein recently returned to the ��Ҵ�ý�ƽ�� campus—a homecoming for the alumna. Thein grew up in Colorado and attended ��Ҵ�ý�ƽ�� as an undergraduate. In this Q&A, she reflects on her path from high school teacher to educational researcher and higher education leader and what excites her most about leading the school into its next chapter.

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Free Colorado academic standards workshops for K-12 science teachers offered through October

Hannah Fletcher — Tue, 08 Jul 2025 17:35:17 +0000

Free Colorado academic standards workshops for K-12 science teachers offered through October Hannah Fletcher Tue, 07/08/2025 - 11:35

A new initiative from inquiryHub at University of Colorado Boulder, in partnership with the Colorado Department of Education, is offering free professional learning for K-12 Colorado science teachers beginning in July through October.

Made possible through funds allocated by the Colorado Legislature, the initiative is called "Science at its Peak," a professional learning effort designed to support K-12 Colorado science teachers as they dig deeply into the Colorado Academic Standards (CAS) for science. Teachers will experience instruction organized around CAS and will explore classroom-ready resources that they can use to implement the standards in their own classrooms.

From Steamboat Springs to Colorado Springs, Science at its Peak will be offered across the state by highly qualified science education leaders passionate about strengthening science education in Colorado. Any K-12 science teacher in the state can attend these sessions at no cost, said Kate Henson who is leading the initiative for inquiryHub at ��Ҵ�ý�ƽ��. Teachers will also earn contact hours toward license renewal.

“This initiative is so important because the CAS asks teachers to make some big instructional shifts to support science learning and engagement for all students," said Henson, inquiryHub research associate and CU School of Education alumna, EduPhD'19.

"With all the demands we put on science teachers’ time it’s crucial that we make high quality professional learning accessible for teachers in every district in the state.”

The professional learning is designed to support both teachers that are new to the CAS and those who have been working with the new standards for several years. During the six hour professional learning session, teachers will build foundational knowledge about the Framework for K–12 Science Education, the Next Generation Science Standards, and the CAS.

Teachers will explore and experience instructional strategies designed to capture student interest as they build knowledge and participate in science. This includes using phenomena to organize instruction and assessment. They will then have an opportunity to investigate resources already available to them that they can use to implement the standards in their own classrooms.

Henson noted that in addition to in-person professional learning sessions happening around the state this summer, sessions will also be available during the school year in both virtual and in-person formats.

The team at inquiryHub and the Colorado Department of Education hope that the initiative will help teachers experience the professional learning they need to bring engaging, standards-aligned science instruction to all students in Colorado.

Teachers interested in signing up for a session should check out the inquiryhub website for registration information, dates, and locations—including new dates and locations to be added. School districts and other education providers interested in hosting a sessions should email inquiryhub@colorado.edu.

A new initiative from inquiryHub at University of Colorado Boulder, in partnership with the Colorado Department of Education, is offering free professional learning from July through October for K-12 Colorado science teachers interested in learning more about Colorado academic standards.

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The Butterfly Effect

Hannah Fletcher — Thu, 29 May 2025 19:12:40 +0000

The Butterfly Effect Hannah Fletcher Thu, 05/29/2025 - 13:12

How one education alumna is spreading her wings and sharing her passion for nature one butterfly at a time

In the rugged mountains of central Mexico, Peggy Campbell-Rush boarded an open pickup truck, rode on horseback, and hiked with a small group led by an internationally known conservationist to reach the awe-inspiring butterfly sanctuary. There, the air shimmered with millions of monarchs, delicate yet determined, filling the trees and sky. Some brushed against her. Others clung to branches like leaves. She had waited a lifetime for this moment.

“You're just walking through the forest, and then you come across it—it’s incredible,” she said. “They are everywhere.”

Each year, millions of monarchs make the epic 1,000-5,000-mile journey from as far North as Canada to overwinter in one of only five sanctuaries in North America. Many take off again in spring to return home.

Trip of lifetime

In February, Campbell-Rush received a coveted “Wish of a Lifetime” grant, designed to “spark hope and joy in the hearts of older adults,” to witness the monarch migration.

To her, monarchs are more than insects— they symbolize transformation, tenacity and the magic of nature.

It’s amazing to me that these butterflies, weighing less than an ounce, fly 3,000 miles and arrive in Mexico unscathed. It’s just a miracle." — Peggy Rush-Campbell

With 50 years of experiences in education, the ��Ҵ�ý�ƽ�� alumna (MEdu'81) has spent decades raising butterflies and teaching about their conservation. Researchers estimate the population of monarchs in Mexico has decreased by around 80% since the 1990s, according to the the Xerces Society for Invertebrate Conservation.

Campbell-Rush’s love for the orange-and-black creatures and their conservation began early. Her education began at home in New Jersey, where her mother, a physical education teacher and coach, filled their yard with bird feeders and butterfly gardens. Campbell-Rush spent summers chasing monarchs with a net, careful not to harm them. It sparked a lifelong curiosity about their life cycles and migration.

“It’s amazing to me that these butterflies, weighing less than an ounce, fly 3,000 miles and arrive in Mexico unscathed,” she said. “It’s just a miracle.”

Spreading her wings

Like the monarchs, Campbell-Rush’s life and career have covered a lot of ground. She began teaching kindergarten in New Jersey in the 1970s before moving to Boulder, where she worked in restaurants while pursuing her master’s in education.

Her restaurant colleagues introduced her to Semester at Sea, and instead of returning to the classroom, she circled the globe by ship in 1983, returning years later as a senior administrator for the program.

“Once you travel, you just can’t stop,” she said. “If you get the opportunity, you have to do it.”

Beyond her voyages, she taught in London, launched school gardens, raised butterflies with students, and taught lessons with nature as co-teacher.

Three ways to support the monarch butterfly

Plant milkweed and native nectar plants, for caterpillars and mature butterflies, respectively.
Garden wisely and avoid pesticides which harm intended and unintended insects.
Follow Peggy’s lead, spread the word about the importance of monarch butterflies and their conservation.
Source: https://www.fws.gov/sites/default/files/documents/2024-12/monarch-fly-into-action-factsheet.pdf

As a teacher, administrator, professional development leader, and author of seven books, Campbell-Rush continues to mentor new educators with warmth and wisdom.

“The first thing I tell new teachers is: ‘Thank you for being a teacher,’” she said. “I also recommend they get three mentors: one mentor that will help with all big questions and another mentor that maybe is in the school already who can give you the behind-the-scenes information.

“The third mentor is you, because you could go to all the professional development, but you have to consider if it’s something that fits you and your classroom.”

Recently, she was selected as a Fulbright Education Specialist, helping develop civil rights curriculum tied to South Africa’s post-apartheid era and the U.S. Amistad Act.

As well-traveled and accomplished as she is, Campbell-Rush’s sojourn to the butterfly sanctuary in Mexico was, indeed, a trip of a lifetime. One condition of her grant is to pay it forward.

Emerging from the chrysalis

Now, Campbell-Rush lives surrounded by milkweed and memories. This spring, she cared for 74 caterpillars. She also hosts events and inspires neighborhood kids to give milkweed as birthday gifts. She stays connect with former students, mentors new teachers, and visits schools to teach about monarchs’ conservation and resilience.

Resilience means much to Campbell-Rush, a stage 3 breast cancer survivor who taught bald, wearing a custom cap that read “No Hair Day,” a spin on “Bad Hair Day.” The illness taught her to receive help as graciously as she gives it.

“As women, we’re often givers, and I found it hard to be a receiver,” she said. “But people get as much from giving as you do from receiving. That’s wonderful.”

Just as monarchs return each spring to the gardens where they were raised, Campbell-Rush continues to receive so much inspiration from them as she marvels at nature’s delicate balance. She hopes others will too.

“As a teacher, I did all kinds of things to bring nature to the kids,” she said. “They get that wide-eyed look, and you just wait for that. It's so satisfying. Hopefully, in their lives, they're conservationists, who respect wildlife and the world around us.”

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Best Should Teach honors outstanding educators at ��Ҵ�ý�ƽ�� and in local schools

Hannah Fletcher — Thu, 15 May 2025 21:25:55 +0000

Best Should Teach honors outstanding educators at ��Ҵ�ý�ƽ�� and in local schools Hannah Fletcher Thu, 05/15/2025 - 15:25

As a kick-off for teacher appreciation week, ��Ҵ�ý�ƽ�� 2025 Best Should Teach Awards Ceremony celebrated exceptional educators—including K-12 teachers, graduate student instructors, and ��Ҵ�ý�ƽ�� faculty—and their profound impact on learners on May 1.

The event featured keynote speaker, Alphonse Keasley, former Associate Vice Chancellor for Diversity, Equity, and Community Engagement at ��Ҵ�ý�ƽ��, who discussed ways to support students and educators in challenging times, and he honored the foresight of educators like Lindley Stiles, who established the Best Should Teach Initiative in 1996 to celebrate excellence in teaching.

Stiles’ inspiring motto is inscribed on the Lucile Berkeley Buchanan Building: “To those who come, I leave the flame! Hold it as high as you can reach. If a better world is your aim, all must agree: The Best Should Teach.” - Lindley Stiles

The Best Should Teach Awards Ceremony honors K-20 educators who make a meaningful and lasting impact on students’ lives. Co-hosted by the Center for Teaching and Learning, the School of Education, and the College of Arts and Sciences, the program recognized outstanding ��Ҵ�ý�ƽ�� faculty, K–12 teachers from some of the School of Education’s partner school districts, and graduate student instructors who exemplify excellence in teaching and inspire through their passion, dedication, and leadership.

��Ҵ�ý�ƽ�� students from all colleges and schools were invited to submit nominations, and the 2024-2025 ��Ҵ�ý�ƽ�� Faculty Gold Award Recipients include:

Kelvin Bates, Assistant Professor, Mechanical Engineering
Jolene Fisher, Associate Professor, Advertising, Public Relations, and Design
Peter Hunt, Professor, Classics
Warren Sconiers, Associate Teaching Professor, Ecology and Evolutionary Biology
Benjamin Shear, Assistant Professor of Research and Evaluation Methodology in the School of Education
Harry Mohr Starn, Jr., Teaching Professor & Director of the Personal Financial Planner Program in Leeds
Joshua Strayhorn, Associate Professor, Political Science

The 2024-2025 K-12 Gold Award Recipients from partner school districts include:

Maurie Marcil, Whittier International Elementary School
Ashley Beaudoin, Longmont High School

Additionally, more than 45 outstanding graduate students who serve the Center for Teaching and Learning as Lead Graduate Teachers were honored with Silver Awards.

To learn more about the Best Should Teach initiative, visit /center/teaching-learning/teaching-resources/grants-awards/best-should-teach.

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New School of Education advisory council to work collectively in service to the state

Hannah Fletcher — Tue, 13 May 2025 20:03:00 +0000

New School of Education advisory council to work collectively in service to the state Hannah Fletcher Tue, 05/13/2025 - 14:03

Focused on collaboration, innovation and action, the ��Ҵ�ý�ƽ�� School of Education launches new External Advisory Council

In April, the ��Ҵ�ý�ƽ�� School of Education launched a new advisory body to work with school leadership to further its collective mission to support the next generation of educators and community leaders, continue to produce impactful research and deepen community partnerships that serve the state.

The goals of the External Advisory Council include: advising the dean and leadership team on school priorities; strengthening partnerships to deepen community impact in the state and beyond; supporting resource development through advocacy and fundraising; enhancing education, outreach, and research programs; and promoting the school's partnership efforts through public relations and community impact stories.

As I look forward to my role as dean and the challenges we face in Colorado and in education at large, the Advisory Council gave me hope for the future... (Partnerships with members) will not only help me acclimate back into Colorado’s education sphere, but I believe together we can be truly responsive to the most pressing needs for education in the state and beyond" — Amanda Thein, incoming dean

Amanda Thein led the first External Advisory Council meeting on April 22. She shared her initial vision as incoming dean and solicited the interests of each member.

“As I look forward to my role as dean and the challenges we face in Colorado and in education at large, the Advisory Council gave me hope for the future,” Thein said.

“The impressive members bring a wide range of expertise and innovative ideas for supporting educators. Their partnership will not only help me acclimate back into Colorado’s education sphere, but I believe together we can be truly responsive to the most pressing needs for education in the state and beyond.”

Nominated by peers and faculty, council members are alumni, donors, and leaders in school districts, state and federal agencies, non-profits, and other sectors with potential to expand the school’s partnerships and research impact. Once complete, the Advisory Council will consist of up to 25 regular members with additional faculty and staff serving as ex-officio members.

To date, the council includes:

Bill Barclay, retired bioscience entrepreneur, ��Ҵ�ý�ƽ�� and School of Education donor, including the Miramontes Baca Doctoral Scholars Program, CU Lead Alliance Scholarships, and the Miramontes Arts & Science Program
Allison Billings, CEO of Impact on Education Foundation for Boulder Valley School District
Kelle Bongard, Superintendent, Strasburg School District
Christian Castaneda, Program Coordinator for the Social Venture Partners of Boulder County
Marty Coffin Evans, former assistant superintendent and educator, former ��Ҵ�ý�ƽ�� School of Education Development Advisory Board member and chair, and Women Investing in the School of Education (WISE) member
Yvonne DiStefano, longtime supporter of the School of Education, former Development Advisory Board member, and Women Investing in the School of Education (WISE) charter member and visionary
Michelle Dubé Carpenter, School of Education alumna, Associate Director of Secondary Field Experiences, retired Boulder Valley Schools District educator, former Development Advisory Board member, Women Investing in the School of Education (WISE) member, and instructor in the School of Education
Daniel C. Edelson, Executive Director of BSCS Science Learning
Rhoda Freelon, Senior Program Officer for Strategic Engagement for the Spencer Foundation
Bianca Gallegos, Executive Director of Strategic Partnerships, BVSD
Kathy Gebhardt, Colorado State Board of Education member for the 2nd Congressional District
Connie Hoon-Barclay, retired patent agent and innovation research, ��Ҵ�ý�ƽ�� School of Education donor, including the Miramontes Baca Scholars Program and Women Investing in the School of Education (WISE) member
Linda Molner Kelley, School of Education alumna and former Director of Teacher Education and Partnerships, former ��Ҵ�ý�ƽ�� Director of Outreach & Engagement, former Development Advisory Board member
Alex Marrero, Superintendent of Denver Public Schools
Tomás Mejia, State Director of the Migrant Education Program for the Colorado Department of Education
Maya Morales Garcia, Chief Program Officer for Beyond 100K
Steve Ollanik, School of Education alumnus, longtime supporter of the School of Education, former Development Advisory Board member, retired teacher from Boulder Valley School District
Bre Pacheco, Social Emotional Learning Specialist, Leroy Elementary, Adams 12 School District
Barbara R. Quinlan, School of Education alumna, retired educator and teacher in Boulder Valley Schools District for 30+ years, Women Investing in the School of Education (WISE) charter member
Margarita Tovar Rosales, Chief Talent Officer for the Colorado Department of Education
Matt Wiggins, Sr. Director of Economic Vitality & Special Projects for the Boulder Chamber

Ex officio members include:

Micah Abram, Assistant Dean for Advancement
Melissa Braaten, Associate Professor of STEM Education and Associate Dean for Undergraduate and Teacher Education
Elena Diaz-Bilello, Associate Director of the Center for Assessment, Design, Research and Evaluation (CADRE) and Faculty Affiliate
Elizabeth Dutro, Associate Dean for Faculty
Hannah Fletcher, Assistant Dean of Communications and Engagement
Mileidis Gort, Professor of Equity, Bilingualism, and Biliteracy and Associate Dean for Graduate Education
Tania Hogan, Executive Director of the BUENO Center for Multicultural Education
Grace Maniscalco, Director of Special Projects
Joe Polman, Professor of Learning Sciences and Associate Dean for Research
Michelle Renée Valladares, Associate Director of the National Education Policy Center and Faculty Affiliate
Amanda Thein, incoming Dean

The initial meeting generated enthusiasm and synergy among the members. Many expressed interests in enriching collaborations with the university, enhancing innovative initiatives, and acting on some of the state’s biggest challenges, such as chronic underfunding of education, sweeping inequity, teacher shortages, and support for rural and diverse districts while preparing students for the current and future state of education.

In the fall, the External Advisory Council will meet again to review and approve bylaws, support the dean in her visioning process and form two sub committees—the Executive Committee and the Advancement Committee—with the aim of getting to work on the very challenges that brought so many people together for the initial meeting.

As one member noted, "developing partnerships makes everything better.”

Focused on collaboration, innovation and action, the ��Ҵ�ý�ƽ�� School of Education launches new External Advisory Council in April that will act as an advisory body for school leadership to further its collective mission to support the next generation of educators and community leaders, continue to produce impactful research and deepen community partnerships that serve the state.

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Meet the 2025 School of Education Outstanding Graduates

Hannah Fletcher — Tue, 13 May 2025 18:58:41 +0000

Meet the 2025 School of Education Outstanding Graduates Hannah Fletcher Tue, 05/13/2025 - 12:58

From a teacher turned education policy researcher to an undergraduate preparing for her next chapter at Harvard, meet the ��Ҵ�ý�ƽ�� School of Education's 2025 Outstanding Graduates who are destined to continue making a difference in the classroom and beyond.

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The inspiration behind the Wóinila: In Silence We Learn Mural in the School of Education

Hannah Fletcher — Fri, 18 Apr 2025 05:02:56 +0000

The inspiration behind the Wóinila: In Silence We Learn Mural in the School of Education Hannah Fletcher Thu, 04/17/2025 - 23:02

In March, the ��Ҵ�ý�ƽ�� School of Education and the Cultural Events Board unveiled a new community mural titled “Wóinila: In Silence We Learn” in the Miramontes Baca Education Building.

At the unveiling event, student leaders shared what the mural project means to them, and acclaimed Indigenous artist Danielle SeeWalker discussed her inspiration and insights from listening sessions with students and comments from faculty and staff.

SeeWalker, a Denver-based fine artist, muralist, and activist, is Húŋkpapȟa Lakȟóta and a citizen of the Standing Rock Sioux Tribe in North Dakota. She shared that Wóinila is a Lakota word that translates to silence/not-speaking.

“It is the first value/virtue we are taught as Lakota people and depicts how we must learn through silent awareness of the world,” SeeWalker said. “We intentionally ground ourselves in silence so we can learn what is true in our world and what is most important. We keep silent and listen to our grandmothers teach us. We sit in silence as we listen to the land, the wind and the stars as they teach us.

“We sit in silence as we become aware of new ideas and concepts, and we learn to listen before we respond and speak. To learn Wóinila, opens your mind to other ways of learning and so that is why it is our very first value.”

The mural was sponsored by the Cultural Events Board (CEB), which is dedicated to helping students develop their understanding of culture, diversity, and social awareness. As a part of CEB’s mission each year, student leaders organize a Cultural Connections Project to reach a broader campus audience and continue to promote diversity across campus. The CEB partnership with the School of Education was a continuation of the previous projects between CEB, SeeWalker, and the two murals in the ��Ҵ�ý�ƽ�� Engineering Center.

The 2025 project offered an opportunity to highlight the role Indigenous and intergenerational wisdom, love, and strength in education.

“From the beginning, we wanted this to be a mural that reflected not only Indigenous knowledge and strength but also the importance of education and community,” said Naisha Nalik, first-year student and CEB member. “I think having this mural in the School of Education is especially meaningful as it serves as a reminder that education is not just about books and classrooms but also about the stories, history, and knowledge of our communities.

“It's been so amazing to see Danielle bring all of the themes and motifs from our listening sessions to life.”

Learn about the mural and its themes from the artist in this video:

This semester, the ��Ҵ�ý�ƽ�� School of Education and the Cultural Events Board (CEB) unveiled a new community mural titled “Wóinila: In Silence We Learn” in the Miramontes Baca Education Building. Hear about the student leaders' experiences and acclaimed Indigenous artist Danielle SeeWalker's inspiration in this video.

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Media sources available to discuss politics & education: Federal cuts, LGBTQ+ students & more

Hannah Fletcher — Thu, 27 Mar 2025 20:05:48 +0000

Media sources available to discuss politics & education: Federal cuts, LGBTQ+ students & more Hannah Fletcher Thu, 03/27/2025 - 14:05

Experts from the University of Colorado Boulder are available to discuss the Trump Administration’s education policies and their implications for schools and communities across the United States.

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Homepage News

���Ҵ�ý�ƽ������ education scholars to discuss new books at upcoming Boulder events

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Free Colorado academic standards workshops for K-12 science teachers offered through October

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The Butterfly Effect

Trip of lifetime

Spreading her wings

Emerging from the chrysalis

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Best Should Teach honors outstanding educators at ���Ҵ�ý�ƽ������ and in local schools

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New School of Education advisory council to work collectively in service to the state

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Meet the 2025 School of Education Outstanding Graduates

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The inspiration behind the Wóinila: In Silence We Learn Mural in the School of Education

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Media sources available to discuss politics & education: Federal cuts, LGBTQ+ students & more

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��Ҵ�ý�ƽ�� education scholars to discuss new books at upcoming Boulder events

Two ��Ҵ�ý�ƽ�� education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

Meet Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the ��Ҵ�ý�ƽ�� School of Education

Best Should Teach honors outstanding educators at ��Ҵ�ý�ƽ�� and in local schools