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Getting into the Groove: Derek Briggs is the new Associate Dean of Faculty

Hannah Fletcher — Wed, 04 Feb 2026 21:22:24 +0000

Getting into the Groove: Derek Briggs is the new Associate Dean of Faculty Hannah Fletcher Wed, 02/04/2026 - 14:22

With more than two decades of distinguished service to the School of Education community under his belt, Derek Briggs embarked on his new role of as school's Associate Dean of Faculty on Jan. 1.

A respected faculty member of the Research and Evaluation Methodology (REM) program, Briggs has shaped the school’s research and faculty culture through teaching, mentorship and his methodological expertise. Since 2016, he has also directed the Center for Assessment, Design, Research and Evaluation (CADRE), where he has guided its impact across campus and with partners statewide.

Briggs was drawn toward the role because of this varied experiences with faculty development and reappointment, promotion and tenure processes. He has chaired numerous Primary Unit Evaluation Committees, contributed to the school’s merit and salary reviews and served on the Vice Chancellor’s Advisory Committee. He is currently a Faculty Salary Equity Fellow in the Provost’s Office.

Briggs' selection—shaped by an internal search committee and faculty feedback—aims to bring his principled, collaborative approach to School of Education leadership team and faculty support processes. His entire tenured faculty experience has been spent in the ��Ҵ�ý�ƽ�� School of Education, and he sees this new role as an opportunity to give back and contribute both continuity and a fresh perspective to this important role.

To help us get to know him in his new capacity, we caught up with Briggs for a conversation about his hopes for the role and to learn more about his passions at work and at play.

Q. Why were you interested in the Associate Dean for Faculty role and why now?

Briggs: There are a lot of reasons, but ultimately it just felt like it would be a good fit for me at this stage of my career. I’ve been a faculty member in the School of Education my entire professional career, for 22 years. I’ve benefited a lot from the leadership of faculty that came before me. So, this seems like the right time for me to give back, and do what I can to maintain a legacy that has been built up over decades.

I’ve always considered myself fortunate to be a faculty member at an institution of higher education where I can pursue the research that interests me, and where I am rewarded for teaching and being creative. I know how hard our faculty work, and I appreciate all that they are able to contribute. I worry about the rising tide of anti-intellectualism and restrictions on civil liberties making its way into national policies that are likely to have negative effects on teaching, learning and research at every level. Our faculty need someone who can be advocate in these times, and I feel prepared to fill that role.

At the same time, as faculty in a School of Education we need to ask ourselves some hard questions, because in the United States in particular we have not made the kind of progress in fostering both opportunity and excellence in our educational system that I would have hoped to see some 20 years ago. It’s going to take effective leadership team at the School of Education to move this needle. I’m excited to be a part of it and motivated to make a difference.

Q. What do you hope to bring to the position?

Briggs: More than anything, I see this role as being about supporting our faculty to be successful. For faculty that are feeling demoralized or burned out by current events, I’m hoping I can help them get their mojo back. To accomplish this I'll need to earn people’s trust and show them through my actions that I care about their well-being. I think I’ve done that in my prior SOE leadership positions as chair of the Research and Evaluation Methodology (REM) program from 2008 through 2019, and the Director of the Center for Assessment, Design, Research and Evaluation (CADRE) since 2016. I’m very proud of the stable, collaborative and productive environment I’ve helped to foster for not just faculty in REM and CADRE, but students and staff as well.

A novel thing I’m going to bring to this role is an interest and familiarity with recent advances in generative AI. I just finished a year-long academic sabbatical during 2025 and I spent much of that time learning about AI and experimenting with its usage in both personal and professional contexts. I think this has made me pretty savvy about its possible affordances and very real limitations. In fact, I’m planning to teach a graduate level seminar course called “Using AI for Academic Research” in the Fall semester of 2026. Whether you are excited about AI, terrified or somewhere in between, it isn’t going away. Faculty are going to need to grapple with the impact that this new technology will be having on their teaching and research now and into the future.

Q. Tell us more about your life outside of the School of Education and CADRE. What do you like to do with your free time?

What free time? Just kidding. Well, I’m pretty religious about three things that I do on a weekly basis when I’m in town. I do CrossFit workouts 4 to 5 times a week, usually in the late afternoon. So if you ever see me rushing out of the MBE building around 4:30 on a weekday, you’ll know why. My gym CrossFit Roots is a really important outlet and source of community for me. No matter how stressed I might be, it’s all out of mind when I’m doing burpees, deadlifts and box jumps. Another routine I’ve gotten pretty serious about is that after dinner with my wife, Whitney, and son, Lucas, I usually spend up to an hour practicing songs and technique on my acoustic guitar. I’m still just at a beginner’s level, but I find it to be a great creative outlet. Finally, pretty much every Saturday morning, regardless of weather conditions, Lucas and I do a three-mile round trip hike up to the NCAR building and back.

My family loves to travel. My mother is Austrian and when I was growing up I used to spend about a month or so every summer visiting my grandmother and family friends in Austria. Perhaps as a consequence, I love to travel to new places, to immerse myself in a different culture, to try new things. Just last May, I hiked a portion of the Camino de Santiago with one of my closest friends that I’ve known for 35 years. We started on the border of France and Spain in the town of St Jean Pied de Port and hiked into Spain over the Pyrenees mountains. Five days and 75 miles later we ended our trek and got to see a running of the bulls in the town of Estella. It was one of the best combined physical, spiritual and gastronomic experiences I’ve ever had, and I plan to keep going back over the next few years until I finish the full 400 miles and make it to Santiago de Compostella.

Q. We've heard you moonlight as a karaoke enthusiast. How did you get into that hobby?

Briggs: I actually was doing karaoke before it was widely known thing back in the late 1980s. When I was a teenager, my dad would take me to a small karaoke bar down in the Little Tokyo area of Los Angeles. Most of the people there were Japanese businessmen getting drunk, so it must have been amusing to see my dad come in with his teenage son and order himself a diet Coke (my dad doesn’t drink). Their selection of songs in English was pretty limited, so I was singing a lot of Elvis Presley and the Beatles. I think I actually won some sort of “crowd favorite” award when I was 16 for a rendition of Blue Suede Shoes.

Q: What’s your go-to karaoke song and why?

Briggs: Oh wow, it’s very hard to pick just one. It kind of depends on my mood. I think most of the friends who’ve karaoke'd with me would say my best song is "Purple Rain." Prince is my favorite artist, and "Purple Rain" is my favorite song. When Prince died in 2016, I was in Nashville, and I bought myself some cowboy boots with a purple lightning bolt in his honor. Then I went out and sang "Purple Rain" wearing those boots at a big karaoke bar on Broadway. I love singing anything by Prince. Other ones I like doing for karaoke: "Your Song" by Elton John, "The Scientist" by Coldplay, "Mr. Brightside" by the Killers.

Q. Any tips for those of us who are still in search of their on go-to song?

Briggs: First, try to pick a song that people will recognize and want to sing along with. What’s great about karaoke is it's fundamentally a participatory experience. It shows just how much and how quickly music can bring people of all walks of life together. That said, it’s also important that you like the song you pick! If you’re having fun while you sing, that energy will rub off on others. Sometimes a great way to find a go-to song is just to listen to the songs other people pick and notice when you find yourself singing along most enthusiastically. I often find someone will pick a song to sing that would have never occurred to me, and if I enjoy it, I’ll file it away as a song I might want to pick in the future. If you care about how you sound and/or want to make sure that there are no unforeseen surprises, it’s really easy these days to try out pretty much any song you can imagine on YouTube in the privacy of your own home.

A last tip: I try to stay away from artists whose trademark is a vocal range I have no prayer of reaching. I learned this the hard way as a teenager when I tried to sing “8 days a week” by the Beatles. Until that moment I had never quite realized just how high Paul McCartney’s voice could go. Along those lines, be careful if you pick songs by Adele, Lady Gaga or Whitney Houston among female artists and by Freddy Mercury (Queen), Axl Rose (Guns n’ Roses), or Steve Perry (Journey) among male artists. But don’t overthink things too much. Smile, have fun, strike a pose, and the rest will work itself out.

With more than two decades of distinguished service to the School of Education community under his belt, Derek Briggs embarked on his new role of as Associate Dean of Faculty on Jan. 1. We caught up with Briggs for a conversation about his hopes for the role and to learn more about his passions at work and at play.

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2025 Year in Review

Hannah Fletcher — Tue, 30 Dec 2025 05:54:36 +0000

2025 Year in Review Hannah Fletcher Mon, 12/29/2025 - 22:54

As we reflect on 2025 and look ahead to 2026, we in the ��Ҵ�ý�ƽ�� School of Education are grateful for the many moments of joy, recognition, and community this year has brought.

Here are 25 highlights from 2025:

Centering Students

1. 2025 Commencement honored our wonderful students and major milestones, including celebrating Outstanding Graduates who were recognized for their impact in classrooms and well beyond.

2. Doctoral students Jackie Bristol and Lex Hunter were awarded prestigious National Academy of Education/Spencer Dissertation Fellowships.

3. The Scholarship Celebration gathered 200+ students, families and supporters.

4. Students launched new student-led student groups like the Bilingual Education Student Association and a club for teacher education students interested in rural education.

Celebrating Faculty and Staff Milestones

5. Amanda Haertling Thein was named dean, returning to her undergraduate alma mater and home state and beginning as dean on July 1.

6. Derek Briggs and Kevin Welner elected to National Academy of Education (NAEd), and later in the year, Welner was selected for the NAEd Board of Directors.

7. Elizabeth Dutro was appointed the Bob and Judy Charles Endowed Chair in Education.

8. Melissa Braaten became the new Associate Dean for Undergraduate and Teacher Education.

9. Erin Furtak and Kalonji Nzinga received Marinus Smith Awards for their positive impact on students.

10. Kalonji Nzinga earned the Provost’s Faculty Achievement Award, and he was featured as an “endzone innovator” this football season.

11. Ben Shear and Sara Staley received tenure.

12. Ben Shear and several local educators were honored at 2025 Best Should Teach Awards.

13. We welcomed several new faculty and staff members.

Highlighting Research and Programs

14. The School of Education formed a new external advisory group call the Education Advisory Council to strengthen statewide collaboration.

15. ��Ҵ�ý�ƽ�� researchers led more than 80 sessions at the American Educational Research Association (AERA) annual meeting in Denver.

16. ��Ҵ�ý�ƽ�� InquiryHub launched free Colorado science standards workshops.

17. Faculty debuted new books, Creating Compassionate Change in School Communities and Queer Justice at School, at Boulder Book Store events.

18. The Education Research Speaker Series featuring the latest research in education from ��Ҵ�ý�ƽ�� scholars and alumni.

19. Faculty provided expert commentary on federal educational research targets and Department of Education staffing cuts and more.

20. The Online Teacher Leadership program celebrated its five‑year anniversary.

Building Community

21. The “Wóinila: In Silence We Learn” mural by Danielle SeeWalker was unveiled in Miramontes Baca Education Building to honor Indigenous wisdom, beauty, and knowledge.

22. The 2025 Children’s Book Festival brought award‑winning authors to Boulder Public Library.

23. Voices magazine highlighted alumni, faculty and student stories and the community impact throughline.

24. Two teachers and students in the Online Master’s in Teacher Leadership program shared the power of connection and collaboration even while studying and working in very different schools and regions.

25. Community-engaged research projects expanded focus on youth participation, building coalitions, mentor teachers, and more.

Each year brings challenges and opportunities. The School of Education centered resilience and impactful work throughout the year. We look forward to building on the opportunities that 2025 presented and making new memories in 2026.

As we reflect on 2025 and look ahead to 2026, we in the ��Ҵ�ý�ƽ�� School of Education are grateful for the many moments of joy, recognition, and community this year has brought. Looking forward to building on the opportunities that 2025 presented and making new memories in 2026.

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Different Classrooms, Shared Leadership: How ��Ҵ�ý�ƽ�� Teacher Leadership Program Empowers Educators Across Colorado

Hannah Fletcher — Thu, 04 Dec 2025 01:59:52 +0000

Different Classrooms, Shared Leadership: How ��Ҵ�ý�ƽ�� Teacher Leadership Program Empowers Educators Across Colorado Hannah Fletcher Wed, 12/03/2025 - 18:59

Teacher leadership doesn’t look the same in every classroom or every community. Learn about how two educators—one from a rural district and another working in a Denver metro suburban district—connecting through the Online Teacher Leadership program and how the program is helping them discover new confidence and clarity in their leadership roles.

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Kevin Welner elected to distinguished National Academy of Education Board of Directors

Hannah Fletcher — Tue, 04 Nov 2025 05:17:41 +0000

Kevin Welner elected to distinguished National Academy of Education Board of Directors Hannah Fletcher Mon, 11/03/2025 - 22:17

The National Academy of Education (NAEd) has announced the election of Kevin Welner, research professor at the University of Colorado Boulder School of Education and director of the National Education Policy Center, to its Board of Directors for a four-year term beginning in November 2025.

Welner’s appointment to the board reflects his distinguished contributions to education research and policy. A nationally recognized education law scholar, Welner has published extensively on opportunity gaps, school reform and equity in public education.

His work has shaped and distilled national conversations around education justice and continues to influence both scholarship and policy.

Founded in 1965, NAEd is an honorific society that “advances high quality education research and its use in policy and practice.” Welner became an elected member of the academy last spring, and he is among five current ��Ҵ�ý�ƽ�� colleagues who are also members of NAEd members, including Derek Briggs, Rubén Donato, Margaret Eisenhart, Bill Penuel and Lorrie Shepard, who is a former NAEd president. Members serve on expert study panels that address pressing issues in education, and they engage in professional development fellowship programs. Election to the NAEd Board of Directors is a rare distinction, recognizing individuals whose work has had a profound impact on the field.

“We are proud to see Dr. Welner’s leadership and scholarship recognized at the highest level,” said Amanda Haertling Thein, dean of the ��Ҵ�ý�ƽ�� School of Education. “We know his thoughtful contributions will continue to be an invaluable asset to the academy.”

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Children’s Book Festival to feature renown, award-winning authors on Nov. 8

Hannah Fletcher — Tue, 21 Oct 2025 21:13:39 +0000

Children’s Book Festival to feature renown, award-winning authors on Nov. 8 Hannah Fletcher Tue, 10/21/2025 - 15:13

The CU Boulder School of Education, in collaboration with the Boulder Bookstore, is thrilled to invite families, teachers, students, librarians—all those who enjoy children’s literature—to the 2025 Children's Book Festival on Saturday, Nov. 8 from 10 a.m. to 5 p.m. at the Boulder Public Library. Free and open to the public.

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The Online Teacher Leadership program is building the future, one teacher at a time

Tyler Caldwell — Fri, 12 Sep 2025 21:22:31 +0000

The Online Teacher Leadership program is building the future, one teacher at a time Tyler Caldwell Fri, 09/12/2025 - 15:22

This summer, the Teacher Leadership program celebrated its fifth anniversary—a milestone made possible by the dedication of teachers, partners and supporters in Colorado and beyond. Emily Gleason, faculty director of the Online Teacher Leadership program, reflects on how far the program has come and the ongoing need to support teacher leaders.

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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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