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Before enrolling at ŷ���ڱ���Ƶ Boulder as a doctoral student, Caitlin Fine was a science teacher in a dual-language elementary school in Virginia, where she was often frustrated by her district’s narrative that teaching science in Spanish was a “nice bonus” and teachers need to prepare students for English-language multiple-choice state science assessments. She felt too little class time was spent on student engagement with and sensemaking about science phenomena, and she knew something needed to change. 

The School of Education and the Equity, Bilingualism, and Biliteracy program faculty’s critical stances and interdisciplinary nature attracted Fine to ŷ���ڱ���Ƶ Boulder, where she hoped she could influence educational change. 

Beyond her own exemplary teaching, Fine has made significant contributions – both with her research and her service – to teaching and teacher preparation more broadly. 

As a doctoral student the Equity, Bilingualism, and Biliteracy program with a focus on STEM education, Fine was instrumental in shaping the redesign of science and assessment coursework in elementary teacher education, in supporting alignment in the elementary teacher education program and in redesigning and delivering coursework in culturally/linguistically diverse assessment for the program’s master’s program. 

Fine’s contributions to elementary teacher education have gone far beyond the typical participation of a graduate student. In addition to working closely with Melissa Braaten to design and teach the Science Methods course, she served as the course designer and was the first instructor for both Assessment for Bilingual Learners, one of the culturally and linguistically diverse education endorsement courses, and the STEM Module for fourth year students focused on reading and STEM assessment. 

At the master’s level, Fine significantly updated and taught Diagnostic Assessment, a required course for the culturally and linguistically diverse education endorsement.

“Caitlin's relentless insistence on asset-based stances and actions when working with minoritized communities, her thoughtful design of pedagogical tools, and her deep understanding of the complex contexts of K-12 schooling make her a powerful teacher educator,” said the faculty nomination committee that selected Fine as one of the 2022 Outstanding Graduates for Teaching.

In her own words

Please tell us a bit about yourself

  I am from Virginia. Before coming to ŷ���ڱ���Ƶ, I worked as a science teacher in a dual-language elementary school in Arlington, VA for 7 years. In that capacity, I understood my job as both a science teacher and a Spanish language teacher, but I would often get frustrated by the district narrative that teaching science in Spanish was a nice bonus, but we needed to prepare students for English-language multiple-choice state science assessments. I felt that much of my time was spent introducing and practicing vocabulary words in both Spanish and English and little time was spent on actual student engagement with and sensemaking about science phenomena. I chose ŷ���ڱ���Ƶ Boulder because of the critical stances of the Equity, Bilingualism, and Biliteracy faculty and the willingness of the STEM Education faculty to work with someone like me whose research interests cross disciplines.”

What is one of the lessons from your time at ŷ���ڱ���Ƶ Boulder that you’ll carry with you into the next chapter?

  It may sound cliche, but the most important part of my time at ŷ���ڱ���Ƶ Boulder was growing as a scholar along with my fellow cohort-mates. Moving through all of the PhD milestones from attending our first AERA conference through dissertation defenses and navigating the job market has deepened our relationships. I am excited to continue to grow as a scholar with the group of critical friends that I developed during my time at ŷ���ڱ���Ƶ Boulder.”

What does graduating from ŷ���ڱ���Ƶ Boulder represent for you and/or your community?

  This accomplishment was definitely a group effort. Completing a PhD during a global pandemic while also being a mother of two young children is no easy feat. All along the way, I have had the unwavering support of my amazing husband. He spent many weekend days over the last six years entertaining the kids while I worked at a local coffee shop. We are also fortunate that my mother lives nearby - she was integral in supporting me last year while I completed my dissertation. She spent several days a week at out house helping the kids with 'crisis schooling' so I could focus on writing.”

What is your best piece of advice for incoming students?

  I think my best piece of advice is to be sure to maintain your hobbies and fill your life with multiple things that bring you joy outside of academia. Be sure to prioritize time for these elements as much your assigned readings and term papers. Professor Gort told me early in my time at ŷ���ڱ���Ƶ Boulder that an academic life is a marathon not a sprint. She is so right. I have found that spending time with family, running on local trails, and taking weekend trips to the mountains are what fills my cup and makes the academic work possible.”

What continues to drive your passion for your work after graduation?

  I am driven by the continued imperative that we work with K-12 teachers to reflect on their own linguistic ideologies and the ways those open and close opportunities for students to engage in meaningful sensemaking in science and in schools in general.”