School of Education

Announcing 2026-27 Tiers 3 and 4 PACES Grantees

Arielle Wiedenbeck — Wed, 26 Aug 2026 20:09:20 +0000

Announcing 2026-27 Tiers 3 and 4 PACES Grantees Arielle Wiedenbeck Wed, 08/26/2026 - 14:09

The Public and Community-Engaged Scholarship team in the Office for Outreach and Community Engagement is pleased to announce the 2026-27 Tiers 3 and 4 grantees.

Tiers 3 and 4 fund faculty-led public and community-engaged scholarship that connects research, teaching and creative work with public needs and interests. Proposed projects must connect ��Ҵ�ý�ƽ�� scholarship with the expressed needs, interests or activities of external communities and be aligned with the campus definition of outreach and engagement. The selection process is guided by the Public and Community-Engaged Scholarship Grants Committee.

Based on the committee’s recommendations 22 projects are receiving over $398,00 in funding this cycle.

Tier 3 (formerly ��Ҵ�ý�ƽ�� Outreach Award: Individual)
2026–27 Recipients

College of Arts and Sciences

Community-Engaged Language Revitalization
Ambrocio Gutierrez, Associate Professor
Department of Linguistics

Literacy Practicum
Rai Farrelly, Teaching Associate Professor
Department of Linguistics

Colorado Law

The Acequia Assistance Project
Gregor MacGregor, Assistant Teaching Professor
Masters of the Environment

Educating Colorado High School Students ��Ҵ�ý�ƽ�� Their Rights
Matthew Cushing, Assistant Teaching Professor

Increasing Native Access to Vote
Christina Stanton, Associate Professor
Clinical Education Program

School of Education

Mentor Advisory Boards: Bridging the Gaps in Our Teacher Licensure Programs
Karla Scornavacco, Director
Field Experiences

Reclaiming Heritage, Identity and Community
Andrea Dyrness, Associate Professor
Program in Educational Foundations, Policy and Practice

College of Media, Communication and Information

Colombia Infrastructure Updating for Displaced Communities
Jota Samper, Assistant Professor
Program in Environmental Design

College of Music

Middle School Ensembles Program
David Rickels, Associate Professor
Department of Music Education

Tier 4 (formerly ��Ҵ�ý�ƽ�� Outreach Award: Group)
2026–27 Recipients

AQuEEN Educators’ Network: Mutual Aid in Action
Elizabeth Meyer, Professor, Program in Educational Foundations, Policy & Practice
Bethy Leonardi, Associate Professor, Program in Educational Foundations, Policy & Practice

Attention, Behavior and Learning Clinic: Affordable Pediatric Evaluations
Nomita Chhabildas, Research Associate, Department of Psychology and Neuroscience
Erik Willcutt, Professor, Department of Psychology and Neuroscience

Astrosenderos: Cultivating Belonging Through Latinx Co-Created STEM Spaces
Marialis Rosario Franco, Teaching Professor, Department of Astrophysical and Planetary Sciences
Seth Hornstein, Teaching Professor, Department of Astrophysical and Planetary Sciences
John Keller, Director, Fiske Planetarium

Building AAC Capacity for Adolescents and Adults
Sherri Tennant, Clinical Assistant Professor, Speech, Language and Hearing Sciences
Christine Brennan, Assistant Professor, Speech, Language and Hearing Sciences

Building Community Infrastructure for Air Quality Monitoring at San Lazaro Mobile Home Park
Enrique Lopez, Associate Professor, Program in STEM Education
Shelly Miller, Professor Emerita, Department of Mechanical Engineering

Collaborative Research with/for Multilingual Youth: Adams12 MLSAC
Deborah Palmer, Professor, Program in Equity, Bilingualism & Biliteracy
Michelle Renée Valladares, Faculty Affiliate, Program in Educational Foundations, Policy & Practice
Adria Padilla-Chávez, Assistant Teaching Professor, Program in Equity, Bilingualism & Biliteracy

CU Children's Book Festival 2026
Adam Crawley, Associate Teaching Professor, Program in Literacy Studies
Natalia Umaña, Assistant Professor, Research and Collections Engagement

Indigenous Connections and the Sand Creek Massacre Foundation
Brooke Neely, Research Fellow, Center for the American West
Thomas Andrews, Professor, Department of History
Andrew Cowell, Professor, Department of Linguistics

Listening to Communities: Co-developing Toolkits to Measure Sound and Air Pollution
Evan Coffey, Research Faculty, Department of Mechanical Engineering
Ellen Considine, Assistant Professor, Department of Geography
Shalom Ruben, Teaching Professor, Department of Mechanical Engineering

Pilot Monitoring of Urban Pesticides for Human Health and Biodiversity Protection in Boulder, Colorado
Riley Mulhern, Assistant Professor, Department of Environmental Studies
Karen Bailey, Assistant Professor, Department of Environmental Studies
Shelly Miller, Professor Emerita, Department of Mechanical Engineering

SCENIC26: Environmental Sustainability Through Rural School Wildfire Inquiry
Daniel Knight, Associate Research Professor, Department of Mechanical Engineering
Michael Hannigan, Professor, Department of Mechanical Engineering
Joseph Polman, Associate Dean, Program in Learning Sciences & Human Development

Seeing Justice: Video Evidence in Tribal Courts
Sandra Ristovska, Associate Professor, Department of Media Studies
Christina Stanton, Associate Professor of Clinical Law, Colorado Law

Training Lived Experience Experts as Community Researchers
Dave Ciplet, Associate Professor, Department of Environmental Studies
Riley Mulhern, Assistant Professor, Department of Environmental Studies

Tiers 3 and 4 fund faculty-led public and community-engaged scholarship that connects research, teaching and creative work with public needs and interests. Based on the committee’s recommendations 22 projects are receiving over $398,00 in funding this cycle.

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Announcing 2026-27 Faculty, Staff and Graduate Student Fellows and Cohorts

Arielle Wiedenbeck — Wed, 26 Aug 2026 19:54:17 +0000

Announcing 2026-27 Faculty, Staff and Graduate Student Fellows and Cohorts Arielle Wiedenbeck Wed, 08/26/2026 - 13:54

One way the Public and Community-Engaged Scholarship (PACES) team builds ��Ҵ�ý�ƽ�� capacity for engaged scholarship is through professional development opportunities for faculty members, graduate students and staff members.

Professional development is possible through the PACES Lunch & Learn Series, micro-credential programs, one-to-one consultations or longer-term and in-depth experiences such as fellowships.

PACES is pleased to announce its 2026-27 cohorts who are learning together and extending the resources of our campus in community partnerships around Colorado.

Engaged Arts and Humanities Scholars Program

Kelsey Armeni, PhD Student, DEPARTMENT OF CULTURAL ANTHROPOLOGY
Liz Corrado, PhD Student, DEPARTMENT OF ENVIRONMENTAL STUDIES
Asher Firestone, PhD Student, DEPARTMENT OF ETHNIC STUDIES
Laura Meinzen, PhD Student, SCHOOL OF EDUCATION
Kasra Mirfattahi, PhD Student, DEPARTMENT OF THEATRE & DANCE
Amanda Sturman, Masters Student, DEPARTMENT OF THEATRE & DANCE

Experiential Learning Design Accelerator Program

Yohainna Abdala-Mesa, Teaching Assistant Professor, DEPARTMENT OF SPANISH & PORTUGUESE
Anthony Abiragi, Assistant Teaching Professor, PROGRAM IN WRITING AND RHETORIC
Lisa Corwin, Principle Investigator, RE3ACH lab, DEPARTMENT OF ECOLOGY AND EVOLUTIONARY BIOLOGY
Rai Farrelly, Teaching Associate Professor, DEPARTMENT OF LINGUISTICS
Loren Intolubbe-Chmil, Assistant Teaching Professor, STUDENT ACADEMIC SUCCESS CENTER
Renice Obure, Assistant Teaching Professor, PUBLIC HEALTH PROGRAM

Graduate Student Community-Engaged Scholarship Initiative

Danielle Aguilar, PhD Candidate, NAEd/Spencer Dissertation Fellow, PROGRAM IN EDUCATIONAL FOUNDATIONS, POLICY & PRACTICE
Kasra Mirfattahi, PhD Student, DEPARTMENT OF THEATRE & DANCE
Anthony Pinter, Assistant Teaching Professor, THE ATLAS INSTITUTE
Kaila Red Bow, Masters Student, Graduate Student Chair, CU Sustainability Council, MASTERS OF THE ENVIRONMENT
Xiaodong Yan, PhD Student, COLLEGE OF COMMUNICATION, MEDIA, DESIGN AND INFORMATION

Higher Education and Democracy Fellows

Paul DeBell, Associate Professor of Political Science, FORT LEWIS COLLEGE
Holly Oberle, Assistant Professor of Political Science, COLORADO MESA UNIVERSITY
Leah Sprain, Associate Professor, Lead Higher Education and Democracy Fellow, COLLEGE OF COMMUNICATION, MEDIA, DESIGN AND INFORMATION
Christina Stanton, Director of the American Indian Law Clinic, Clinical Professor, COLORADO LAW

Interdisciplinary Arts and Community Engagement Fellows

Joy Armstrong, Director, GALLERIES OF CONTEMPORARY ART, ENT CENTER FOR THE ARTS AT UCCS
Michael Sy Uy, Director, AMERICAN MUSIC RESEARCH CENTER
Kevin Rich, Professor, DEPARTMENT OF THEATRE & DANCE
Erin Espelie, Associate Professor, DEPARTMENT OF CINEMA STUDIES AND MOVING IMAGE ARTS
Heather Pidcock-Reed, English and Theatre Faculty, OTERO COLLEGE

Community Perspectives and Equitable Approaches to Community-Engaged Research cohorts– coming soon!

PACES is pleased to announce its 2026-27 cohorts who are learning together and extending the resources of our campus in community partnerships around Colorado.

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Students and school district administrators from Cuba, NM visit ��Ҵ�ý�ƽ��

Arielle Wiedenbeck — Wed, 01 Jul 2026 17:15:47 +0000

Students and school district administrators from Cuba, NM visit ��Ҵ�ý�ƽ�� Arielle Wiedenbeck Wed, 07/01/2026 - 11:15

High school students and district administrators from Cuba, NM with ��Ҵ�ý�ƽ�� staff and faculty, John Wetenkamp (Policy Manager, Native American Affairs) and Michelle Renée Valladares (Faculty Affiliate, School of Education).

John Wetenkamp

On May 28, 2026, a group of 12 high school students from Cuba, NM with Cuba Independent School District administrators visited the University of Colorado Boulder (��Ҵ�ý�ƽ��) campus.

This was part of an ongoing partnership between the School of Education, the Public and Community Engaged Scholarship team and Cuba Independent School District, made possible by the years-long research of PhD candidate Revaline Nez and her advisor Michelle Renée Valladares. All students were part of the science club at Cuba High School, so there was an emphasis on ��Ҵ�ý�ƽ��'s proximity to national institutions for scientific research.

Students began their day by meeting with Native American faculty and staff, then went on a tour of the campus, culminating in a 30-minute tour of ��Ҵ�ý�ƽ��'s greenhouse collections on 30th Ave. The School of Education spent time with students discussing career paths, education issues in their community and some of the innovative practices being done by the School of Education.

A group of high school students and school district administrators from Cuba, NM visited the ��Ҵ�ý�ƽ�� campus as a part of an ongoing partnership with the School of Education and the Public and Community-Engaged Scholarship team that aims to increase students' engagement in school and district level decision making.

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Centers help K-12 educators understand and implement Colorado’s inclusive curriculum laws

Arielle Wiedenbeck — Tue, 31 Mar 2026 22:25:15 +0000

Centers help K-12 educators understand and implement Colorado’s inclusive curriculum laws Arielle Wiedenbeck Tue, 03/31/2026 - 16:25

Elle Moscinski

At a time when teachers and students across the country feel their classrooms are increasingly surveilled and politicized, as indicated in this 2024 survey from the Pew Research Center, two University of Colorado centers are coming together to choose collaboration over competition, coalition over silos and hope for educators and students alike.

This summer, the BUENO Center for Multicultural Education (BUENO) and A Queer Endeavor (AQE), both based in the ��Ҵ�ý�ƽ�� School of Education, will co-host the Chords of Esperanza: Queering Biliteracy, Centering Justicia conference, designed to support K-12 educators with understanding Colorado’s inclusive curriculum laws and how to support their students within the scope of these laws.

Bethy Leonardi, a professor in the School of Education and co-leader of AQE, described the current climate as one of fear and uncertainty. Through their work with schools, representatives from both centers are hearing from educators who feel increasing pressure about how they support students.

Tania Hogan, executive director of BUENO, said that book bans and restrictions on bilingual education and inclusive curriculum have intensified debates about what teachers can teach and how they can support students. In some cases, Hogan said, educators have been discouraged from affirming students’ identities and teaching inclusive material – even though inclusive curriculum aligns with Colorado law.

Hogan also mentioned how underrepresented communities are feeling increasingly targeted and that educators have also shared concerns about declining student attendance and families feeling hesitant to attend school meetings.

“It’s the best time to stand in solidarity together and have our two centers collaborate that haven’t before,” said Hogan.

For both centers, the conclusion was clear: collaboration would combine their strengths, providing educators with deeper support and enhanced professional development and community-building opportunities.

Both organizations are nationally recognized research and community engagement hubs. A Queer Endeavor focuses on gender and sexual diversity in education to create safe spaces for students, families and staff.

“A Queer Endeavor’s main goal is to create partnerships with school districts, schools and teachers to support schools being places of possibility for all students with a particular emphasis on students whose gender and sexual identities disrupt what counts as “normal,” said Leonardi.

BUENO works with culturally and linguistically diverse students and teachers to create equitable educational opportunities. The two centers share commitments to justice in queer and multicultural communities and, more broadly, to equity in education.

“We’re overdue in truly coming together in solidarity ... and of merging our commitments, resources and expertise to support people who might not ordinarily go to a conference focused on queer topics or a conference focused on language or immigration status,” said Leonardi.

The Chords of Esperanza will be a conference designed by educators, for educators. It is meant to be a supportive rally or refuge that offers resources, community and inspiration.

“People from a multitude of backgrounds and communities feel as though they are being silenced, so the conference is an opportunity to bring together art, music and to create a space of collective resistance and care,” said Hogan. She also said she hopes people will be challenged to get messy, be uncomfortable and to work in situations they are unfamiliar with.

The word chords in the title references the conference’s musical theme, which the organizers use as a metaphor for collaboration. Just as different tunes come together to form a melody, participants are encouraged to learn from one another as they create something new. Esperanza means hope.

“Inclusive practice allows us to center hope, to center joy, and celebrate each other and all the ways we show up, in any policy context,” said a graduate student collaborating on the project and who has chosen to remain anonymous.

The conference will focus on policy awareness and education. The organizers want to help teachers understand what laws and policies exist in Colorado and within different school districts, and that the policies support inclusive curriculum and teaching rather than hinder it. Specifically, they want to support participating teachers with navigating policies that affect students in vulnerable and legally complex circumstances. There will also be resources related to curriculum, supporting families and engaging school boards. Educators will leave with new and expanded networks of other educators who are also dedicated to justice work.

“We don’t want them to feel alone. I think a lot of educators feel like they’re doing this all by themselves, and it’s weighing heavily on them,” said Hogan.

Leonardi hopes to inspire participants to think about how they can be in solidarity to challenge and shift oppressive structures that impact specific communities with regard to gender, sexuality, language, documentation, dis/ability and intersections of these. Many organizations collaborate with each other on justice work, but truly bringing communities together is difficult and requires time and commitment. It is especially important to navigate justice work slowly and intentionally so that potential pushback and impact on students’ lives is considered.

“It’s a true, almost daily navigation of what this work needs to look like right now . . . it’s often context-specific, person-specific. So, it’s really taking the time to figure out what’s going to be the softest way forward that will make the greatest impact,” said Leonardi.

Above all, Leonardi hopes the conference will facilitate conversations about how to put the humanity of others first. “I hope that we have conversations with people that we never dreamed we’d have and that we are changed from them,” she said.

“I think there aren’t a ton of models that show us how to do coalition building in service of education justice, so the partnership is a really cool opportunity for us to model what it looks like and to resist binaries, transcend boundaries and come together in thick, complex and humanizing ways,” said a participating graduate student who chose to remain anonymous.

For now, planning is bringing together two centers with shared commitments to justice in education, but organizers say they plan to keep working together on future projects and see this partnership as a foundation for additional collaborators to join as the work grows. Chords of Esperanza may serve as a model for other organizations that hope to tackle educational equity and coalition building. Just as a symphony is composed of multiple sections of instruments playing together in harmony, social justice work requires collaboration across communities, working in tandem to create progress, unity and more hopeful futures.

To learn more about Chords of Esperanza, including how to attend and apply to present, click here.

At a time when teachers and students across the country feel their classrooms are increasingly surveilled and politicized, two University of Colorado centers are coming together to choose collaboration over competition, coalition over silos and hope for educators and students alike.

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Bethy Leonardi, Tania Hogan and Sara Staley at the Queer Endeavor and BUENO Center booths at Community Engagement Week

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Bethy Leonardi, Tania Hogan and Nicole Sager at the A Queer Endeavor and BUENO Center booth during Community Engagement Week

Community-Engaged Scholarship: A Pillar of the School of Education

Arielle Wiedenbeck — Thu, 14 Nov 2024 19:26:38 +0000

Community-Engaged Scholarship: A Pillar of the School of Education Arielle Wiedenbeck Thu, 11/14/2024 - 12:26

Alexandra Wilson

On the afternoon of Oct. 4, ��Ҵ�ý�ƽ�� School of Education’s building dedication and open house brought together over 300 people to honor the school’s research, student work, donor support and community impact. Alumni, donors and K-12 partners joined university faculty, staff and students to celebrate the achievements and future goals of the school with an afternoon of dedications, building tours, activities and a showcase displaying the school’s community-engaged research.

“In an applied field like education, we can’t build knowledge in the abstract or in an isolated ivory tower,” said Joseph Polman, associate dean for research at the School of Education. “We need to be working with and in communities and sites where powerful educational practices and policies are being developed, tested and refined, to serve the needs of actual people.”

Faculty and students present their projects at the community engagement showcase in the new Ofelia Miramontes and Leonard Baca Education Building, Oct. 4, 2024.

Patrick Campbell Photography

The school’s devotion to supporting its students, and its commitment to advancing public understanding of education, shone through at the open house poster session where faculty members and graduate students showed their community-engaged research. The showcase highlighted how community-engaged scholarship not only enriches the educational experience of ��Ҵ�ý�ƽ�� students but also bridges the gap between the university’s academic research and community education needs.

“Throughout history and even to the present day, far too much research based out of universities has been extractive, and only of benefit to the academic researchers. To work toward a more just and humane world, university-based scholars must seek to build equitable partnerships with stakeholders that serve the needs of communities, not the needs of researchers,” said Polman.

The faculty and students’ commitment to social justice is evident throughout their research, which strongly reflects the school’s values in promoting and facilitating equal opportunity for all students throughout the country. Their research explores and confronts a range of systematic issues present in the education system, such as language barriers within classrooms, ethnic and racial discrimination within school systems, economic disparities leading to a lesser quality of education, and the rights of LGBTQ+ students.

The research of faculty members and graduate students continues to lead to an array of impressive project outcomes, including a documentary by A Queer Endeavor, ��Ҵ�ý�ƽ�� nationally recognized center for gender and sexual diversity in education. Created in partnership with Denver Public Schools, Reclaiming the Narrative focuses on LGBTQ+ students’ intersectional experiences within schools, giving queer students a platform upon which to share their experiences and thus promote social change. You can discover more about their work.

Undergraduate members of Puksta Scholars, a scholarship program focused on civic engagement and facilitating positive change on campus and within external communities, presented their community-engaged project that tackles systematic barriers in education. Through a partnership with the Longmont Latino Chamber of Commerce, BIPOC (Black, Indigenous and People of Color) K-12 students, along with their guardians, are invited to participate in workshops that provide the necessary tools to assist them in their journey to college. Puksta Scholars intend to provide a ‘first-generation scholar guide’ to help high school students reach their potential and fulfill their dreams of a high-quality college education. Visit their website for more details on this project and the continuing work of the Puksta Scholars.

The School of Education and University Hill Elementary School presented the outcome of their five-year-old weekly after-school mentoring program. The Cultural Mentoring Program joins together Education and Ethnic Studies majors with 5^th graders belonging to the Latinx community. The program strengthens cultural identity among underrepresented students and fosters relationships between ��Ҵ�ý�ƽ�� and University Hill students.

These projects are just a few examples of the School of Education’s collective humanitarian approach towards community engagement. Through striving to build equitable partnerships that prioritize the needs of the community, and with the help of funding from the Office for Public and Community-Engaged Scholarship, the School of Education continues to raise awareness and inspire change on a national level.

“The School of Education has a shared commitment to democracy, diversity, equity and justice. To live this out, we absolutely need to be doing community-engaged scholarship,” said Polman.

��Ҵ�ý�ƽ�� School of Education’s building dedication and open house brought together over 300 people to honor the school’s research, student work, donor support and community impact.

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Children’s Book Festival to feature culturally diverse, award-winning authors and illustrators on Nov. 9

Arielle Wiedenbeck — Tue, 05 Nov 2024 18:00:00 +0000

Children’s Book Festival to feature culturally diverse, award-winning authors and illustrators on Nov. 9 Arielle Wiedenbeck Tue, 11/05/2024 - 11:00

The University of Colorado Boulder School of Education, in collaboration with the Boulder Book Store, is thrilled to announce the 6th Annual Children’s Book Festival, taking place on Saturday, Nov. 9. For the first time, the event will be hosted off campus, at the Boulder Public Library to make it more accessible to the community.

The free event runs from 10 a.m. to 5 p.m., and it welcomes teachers, children, families, librarians and “all who enjoy children’s literature.” Attendees can engage in author talks, a panel discussion for educators, exhibit tables, book sales and signings and various activities for children.

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The Best of Both Worlds with the Community- Based Research Fellowship

Arielle Wiedenbeck — Wed, 20 Mar 2024 20:36:52 +0000

The Best of Both Worlds with the Community- Based Research Fellowship Arielle Wiedenbeck Wed, 03/20/2024 - 14:36

Gabby McConnell

The Community-Based Research Fellows program (CBR Fellows) invites PhD students to work on diverse collaborative research projects and address public issues in partnership with communities within and beyond Colorado. Professor Vandna Sinha oversees CBR Fellows, which is part of CU Engage. At the heart of the program is the idea that scholars can have strong academic careers while working on public issues.

Community-engaged scholarship nurtures careers and builds meaningful connections with the communities involved. The collaborative efforts among fellows, Sinha and community partners form the foundation of the CBR Fellows program and provide a supportive environment for exploration and growth.

CBR Fellows maintain a focus on diversity, equity and inclusion (DEI) sustained by ��Ҵ�ý�ƽ�� mission to support “students, staff, faculty and community members and their sense of belonging.” By honoring community knowledge and addressing community members' questions, the program creates an experience where everyone feels valued and contributes meaningfully to ��Ҵ�ý�ƽ�� and its neighboring community—a commitment that can foster progressive change. The program intends to strengthen ties within Boulder and set an example for equitable community engagement.

“The CBR Fellows are doing really exciting, interesting things that I think would surprise folks in Boulder and that they would be excited to hear about,” said Sinha.

The Fellows’ projects cover a variety of topics. Examples range from supporting bilingual students in middle schools to addressing air quality issues in communities outside of Boulder. Projects also bring together colleagues from various disciplines, united by the shared desire to give back to their communities. See the 2023-24 CBR Fellows’ projects.

If you would like to apply to be a 2024-25 CBR Fellow, visit CU Engage or contact Professor Vandna Sinha. Applications are due April 12.

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School of Education

Announcing 2026-27 Tiers 3 and 4 PACES Grantees

Tier 3 (formerly ���Ҵ�ý�ƽ������ Outreach Award: Individual)2026–27 Recipients

College of Arts and Sciences

Colorado Law

School of Education

College of Media, Communication and Information

College of Music

Tier 4 (formerly ���Ҵ�ý�ƽ������ Outreach Award: Group)2026–27 Recipients

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Announcing 2026-27 Faculty, Staff and Graduate Student Fellows and Cohorts

Engaged Arts and Humanities Scholars Program

Experiential Learning Design Accelerator Program

Graduate Student Community-Engaged Scholarship Initiative

Higher Education and Democracy Fellows

Interdisciplinary Arts and Community Engagement Fellows

Community Perspectives and Equitable Approaches to Community-Engaged Research cohorts– coming soon!

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Students and school district administrators from Cuba, NM visit ���Ҵ�ý�ƽ������

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Centers help K-12 educators understand and implement Colorado’s inclusive curriculum laws

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Community-Engaged Scholarship: A Pillar of the School of Education

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Children’s Book Festival to feature culturally diverse, award-winning authors and illustrators on Nov. 9

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The Best of Both Worlds with the Community- Based Research Fellowship

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Tier 3 (formerly ��Ҵ�ý�ƽ�� Outreach Award: Individual)
2026–27 Recipients

Tier 4 (formerly ��Ҵ�ý�ƽ�� Outreach Award: Group)
2026–27 Recipients

Students and school district administrators from Cuba, NM visit ��Ҵ�ý�ƽ��