Outstanding Graduate

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 Bridger Jackson, a 4th generation educator and new lead teacher for his Denver community

Tyler Caldwell — Thu, 30 Apr 2026 20:21:56 +0000

Meet Bridger Jackson, a 4th generation educator and new lead teacher for his Denver community Tyler Caldwell Thu, 04/30/2026 - 14:21

Already possessing a wide range of experiences working in education and hailing from a long line of educators, Bridger Jackson knew he had a love for teaching before working with the Boulder Public Library District. But it was his experience there that reaffirmed his belief that he was truly meant to be a teacher.

“Connecting with young learners and their families in our Boulder community has been such a joy and I am thrilled at the opportunity to continue to serve them directly,” said Jackson.

Jackson’s mentors and professors pointed out his approach to purposeful, student-centered teaching and support for both students and colleagues in his community while nominating him for this year’s Outstanding MA+ Graduate Contribution to Teaching award.

“What makes his teaching truly outstanding is the combination of care, clarity and commitment he brings to the profession; his students, peers and school communities are better because of his presence, and he is well-positioned to make a lasting and meaningful impact in education,” said Ashley Cartun, Jackson’s faculty nominator and associate teaching professor.

Originally from South Denver, Jackson spent his entire life living along the Front Range of the Rocky Mountains in Colorado. It was the MA+ Teacher Licensure program’s commitment to ensuring that every student receives educational opportunities that would draw Jackson to ��Ҵ�ý�ƽ��.

A commitment that Jackson’s faculty and mentor teacher can attest to seeing him manifest in his own practice, as they mention his “curriculum design reflects a thoughtful and intentional approach, with lessons that are smart, relevant and grounded in principles of equity and justice.”

Jackson is looking forward to spending time camping, swimming, reading and writing after graduation as he prepares for his first year as a lead teacher in a Denver Public Schools middle school. He is thrilled to get to know his new community where he will undoubtedly continue to make meaningful contributions.

In his own words

Please tell us a bit about yourself

I am from South Denver and have lived along the Front Range my whole life. I have been blessed to have a wide variety of experiences in the field of education, I have worked with students all the way from kindergarten up to 8th grade and have loved each level uniquely. My previous work with the Boulder Public Library District reaffirmed for me that I am truly meant to be a teacher; connecting with young learners and their families in our Boulder community has been such a joy and I am thrilled at the opportunity to continue to serve them directly. I chose ��Ҵ�ý�ƽ�� because I knew how committed this program is to ensuring that all students receive equitable, justice focused educational opportunities.

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?

In order to change the world, you must first believe that the world is worth changing. People who aren't optimistic rarely affect positive change.

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

Graduating from ��Ҵ�ý�ƽ�� makes me a 4th generation educator, and the first male educator in my family. Having the opportunity to share my enthusiasm, optimism, commitment to joy in the educational space, and deep belief in the boundless capabilities of young people with the Boulder and Denver community means the world to me.

What is your best piece of advice for incoming students?

"To be cringe is to be free." This was one of the first pieces of advice given to me by the cohort before me, and I pass it on to the next group of future educators. Don't shrink behind your anxieties about how you are perceived by your students, peers, mentors, or colleagues. The biggest disservice you can do to yourself in the field of teaching, and in life in general, is to hide your passion. Get excited about the little things, your school community will benefit from your joy.

What are your next steps after graduation?

Camping, swimming, reading, writing, and resting! Spending valuable time with friends and family, and preparing myself for my first year as a lead teacher. I have accepted a position at a middle school in Denver Public Schools and am thrilled to get to know my new community.

Meet Bridger Jackson, a 4th generation educator and new lead teacher for his Denver community.
Originally from South Denver, it was his experience working with the Boulder Public Library District and connecting with its community that truly reaffirmed his belief that he was always meant to be a teacher. Jackson received this year’s Outstanding MA+ Graduate Contribution to Teaching Award.

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

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

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

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

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

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

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

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

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

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

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

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

In her own words

Please tell us a bit about yourself

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

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

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

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

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

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

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

What is your best piece of advice for incoming students?

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

In his own words:

Please tell us a bit about yourself?

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

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

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

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

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

What is your best piece of advice for incoming students?

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

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

In her own words

Please tell us a bit about yourself

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

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

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

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

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

In her words:

Please tell us a bit about yourself?

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

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

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

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

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

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

What is your best piece of advice for incoming students?

I’ve got two for you:

Intimacy breeds conflict. Embrace both for best results.

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

In her words:

1) Please tell us a bit about yourself?

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

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

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

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

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

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

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

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

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

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

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

5) What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In her own words

Please tell us a bit about yourself

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

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

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

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

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

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

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

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

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

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

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

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

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

What is your best piece of advice for incoming students?

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

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

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

What are your next steps after graduation?

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

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

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