2023 Outstanding Graduates

MA Graduate Kendall Wulbrun believes all students should have opportunities to learn

Anonymous — Mon, 08 May 2023 05:03:19 +0000

MA Graduate Kendall Wulbrun believes all students should have opportunities to learn Anonymous (not verified) Sun, 05/07/2023 - 23:03

Growing up, Kendall Wulbrun always felt seen and safe to be herself in the classroom. Now she is interested in devoting her career in higher education and education policy to ensuring all students have the same opportunities that she has been afforded.

“I want all students to have those opportunities and to be able to discover their passions and dreams in fulfilling, supportive educational environments,” she said.

“What we look like, where we come from, or what we believe shouldn't dictate where we can go in life. I believe education plays a crucial role in shaping future opportunity, and we have a responsibility to ensure every child has access to a quality education at all levels of schooling.”

Motivated to learn more about educational equity, Wulbrun originally enrolled in graduate school at ŷ��ڱ��Ƶ Boulder interested in the PhD program in Educational Foundations, Policy and Practice in the School of Education, but she discovered the master’s program was a better fit for her long-term goals as an educational researcher.

A former college admissions counselor, Wulbrun’s research interests focus on the intersection of higher education and justice. In her master’s capstone project, Wulbrun conducted an original empirical study of how admissions counselors evaluate applications, drawing attention to less visible criteria that can inadvertently reinscribe inequities between applicants. Her study also drew attention to institutional constraints that structure the work of admissions counselors —time, capacity, and considerations about the financial qualifications of families. Her project posed powerful questions about the less-visible processes and political economic pressures that subvert institutional commitments to equity and inclusion in higher education.

Following graduation, Wulbrun began work as a program associate and research assistant at the John W. Gardner Center for Youth and their Communities at Stanford University and as a research fellow at the Campaign for College Opportunity. This fall, she will begin a doctoral program in educational policy at Stanford.

Her journey as an up-and-coming educational researcher is coming full circle with guidance and support of ŷ��ڱ��Ƶ Boulder faculty mentors, particularly, Terri Wilson and Kevin Welner. Wilson and Welner described Wulbrun, this year’s Outstanding Graduate in Master’s in Educational Foundations, Policy and Practice program, as “an outstanding student… who deeply engaged in her classroom communities, thoughtfully contributing to different class discussions, meeting/collaborating with peers, and supporting new students.”

Wulbrun says she is indebted to their support and her experiences at ŷ��ڱ��Ƶ Boulder for helping her get one set closer to her dream as an influential educational researcher and leader in advancing educational equity.

In her words:

Please tell us a bit about yourself

I'm originally from Illinois, but my family moved around a lot growing up. I've lived in just about every region of the country now. I currently live in the Bay Area in California with my fiancé. I've always known I wanted to work in education in some way. As an undergrad student at Tŷ��ڱ��Ƶ, I was really involved in various programs on campus that allowed me to get to know staff members in the admission office and student affairs, which influenced my interest in a career in higher education. After graduation, I worked as an Assistant Director of Undergraduate Admission at Santa Clara University. I knew I wanted to go to graduate school in the future, and my time working in college admissions sparked a lot of questions in me about how the process operates and the inequities that persist in access to higher education. I was originally interested in the PhD program at ŷ��ڱ��Ƶ but ended up doing the M.A. program instead, which was ultimately such a great choice for me. I knew the master's program at ŷ��ڱ��Ƶ would help prepare me for my future research interests and career goals.

Over the past year, I have worked as a program associate and research assistant at the John W. Gardner Center for Youth and their Communities at Stanford University and as a research fellow at the Campaign for College Opportunity. This fall, I will begin my PhD in Educational Policy at Stanford University - the dream I set for myself before arriving at ŷ��ڱ��Ƶ (and I don't know that it would've been possible without the experiences I had and relationships I built while I was there)."

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

I met so many great faculty members who turned into strong mentors and learned so much from my classmates who work in other areas of education. Both my professors and classmates encouraged me to pursue the work I wanted to do, even given the short amount of time I spent at ŷ��ڱ��Ƶ. Their faith in my work and belief in the value of what I want to do has been such great motivation for my future goals. I was able to pursue a full IRB-approved research project in my one year at ŷ��ڱ��Ƶ Boulder. I couldn't have undertaken such an endeavor while also taking four classes and applying to PhD programs without the support of my professors.

Specifically, Dr. Welner and Dr. Wilson were incredible mentors and supporters throughout my time at ŷ��ڱ��Ƶ! I will always be so grateful for the relationships I built with them and the advice they shared with me. Last spring, I had to decide whether to pursue a PhD in the fall or reapply to the programs I really wanted. Dr. Wilson took such great interest in my decision and assured me to follow my instinct and wait for what I really wanted, even though it felt a bit crazy to me at the time. From where I am now, I can't thank her enough for that advice and providing me with the support and reassurance I needed in that moment."

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

Graduating from ŷ��ڱ��Ƶ last summer was a great experience. To me, it was motivation and proof that I'm doing what I'm supposed to do. I felt such a great sense of belonging in the classroom in the School of Education and so reassured and challenged by those around me. Finishing the EFPP program reignited my fire to continue fighting for educational equity."

What is your best piece of advice for incoming students?

Use class readings and assignments to further your own interests and answer questions you have about your own experiences. Classes are an opportunity to expand your understanding of other topics in education, while also investigating and refining your own interests. Find ways to make the work meaningful and useful to you. It's much more fulfilling and rewarding when you are invested in seeking answers to questions that matter to you."

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

I'm motivated by the need for educational equity in this country. As a child, I developed my identity in the classroom and felt the most seen and understood in these spaces. I recognize how the privilege I possess and opportunities I've had have enabled me to be where I am now. I want all students to have those opportunities and to be able to discover their passions and dreams in fulfilling, supportive educational environments. What we look like, where we come from, or what we believe shouldn't dictate where we can go in life. I believe education plays a crucial role in shaping future opportunity, and we have a responsibility to ensure every child has access to a quality education at all levels of schooling."

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Meet Molly Hamm-Rodríguez, breaking new ground in international education

Anonymous — Tue, 02 May 2023 20:55:05 +0000

Meet Molly Hamm-Rodríguez, breaking new ground in international education Anonymous (not verified) Tue, 05/02/2023 - 14:55

Growing up in Kansas and venturing out for vacations only as far as the family car would reach, Molly Hamm-Rodríguez never dreamed she would find her calling in international education and the Dominican Republic.

Now, she is graduating with her doctorate in equity, bilingualism and biliteracy from the ŷ��ڱ��Ƶ Boulder School of Education, and her groundbreaking research in the Dominican Republic has led to her work being honored with the ŷ��ڱ��Ƶ Boulder School of Education’s 2023 Outstanding Dissertation Award.

As a master’s student at Teachers College at Columbia University, Hamm-Rodríguez worked with a nonprofit organization in the Dominican Republic, where she was hired after graduation to support hundreds of young people through a youth workforce development program. There, she discovered the program’s international sponsors, including the U.S. government, imagined a linear path between education, employment, and economic mobility in the Caribbean nation, but that was not what she saw working alongside the youth. As someone tasked with grant writing and program assessment, Hamm-Rodríguez was positioned to replicate the existing narrative rather than question it.

“I saw clearly how the local tourism industry constrained the jobs made available to youth and that, contrary to its promises, it could not resolve social inequalities,” she said. “It was undeniable that my own employment in a community where youth and their families struggled to make ends meet was part of the larger problem that I needed to question.

“I completed my dissertation research with these tensions at the forefront, and my work continues to be fueled by a desire to contest and deconstruct these inequities through ongoing collaborations with institutions in the Dominican Republic as well as through teaching, research, and service in my future job at the University of South Florida.”

Hamm-Rodríguez’s dissertation, “Re-Storying Paradise: Language, Imperial Formations of Tourism, and Youth Futures in the Dominican Republic,” focuses on the struggles of Black Dominican and Haitian youth who seek education and employment opportunities amidst the social stratifications generated by tourism in the island nation. Her research, weaving ethnographic methods and youth participatory action research, reveals how youth build solidarity across social difference and find commonalities in their struggles against anti-Blackness.

Hamm-Rodríguez’s innovative scholarship was awarded support of many highly competitive national fellowships and grants, including the National Academy of Education/Spencer Dissertation Fellowship, the Wenner-Gren Dissertation Fieldwork Grant in Linguistics, the Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship, the Philanthropic Educational Organization Scholar Award, and the Foreign Language Studies Fellowship for Haitian Creole.

Hamm-Rodríguez’s approach to multilingualism, with a focus on the Caribbean, is grounded in sociocultural and critical theories of language and literacy development, and her interdisciplinary scholarship will be influential in the field of educational inquiry and beyond.

One of Hamm-Rodríguez’s award nominators explained: “As an Afro-Dominican member of the academy, I have felt honored to have interacted with Molly, in whom I readily recognized an emerging scholar, and privileged to have been invited to participate on the dissertation committee,” said Almeida Jacqueline Toribio from the University of Texas Austin. “Her dissertation project is critical in situating the research squarely within Dominican institutions, instigating a thorough-going interrogation of the parallel prejudices of racial bias and standard language ideologies, which are perpetuated by the nation state and which prove particularly injurious to Dominican youth.

“I have been especially impressed by Molly’s abiding attentiveness to understanding and centering the lived experiences of minoritized youth and with her attendant dedication to supporting and uplifting these marginalized groups through proposals for programmatic interventions.”

Hamm-Rodríguez’s experience with youth in the Dominican Republic led her to seek a PhD in education to address her questions about education, society, and inequity. Now, she is leaving ŷ��ڱ��Ƶ Boulder with a wealth of experiences, the ongoing support from her advisor, Mileidis Gort, and other faculty, and lifelong friendships from her doctoral cohort. However, Hamm-Rodríguez notes, she is graduating with even more questions than she started with—something she considers a good sign as a budding scholar.

“Graduating from ŷ��ڱ��Ƶ Boulder does not represent an end but rather a beginning to me, as learning and unlearning is a lifelong journey,” she said. “Rather than leaving with a title, I know that I am leaving with new ways of thinking and being that I will continue to use for social change.”

In her own words:

Please tell us a bit about yourself

I was born and raised in Kansas and grew up taking road trips to ŷ��ڱ��Ƶ in the summers, since my mom grew up here. We rarely took vacations and only to destinations where we could drive--I did not have the chance to fly on an airplane or see the ocean until I was 18. So I never imagined that my future education, work, and personal life would extend as geographically far as it has. I studied secondary education and English literature as an undergraduate at Kansas State University. After student teaching with 8th and 10th graders in Kansas City, I began a master’s program in international and comparative education at Teachers College, Columbia University. I was originally interested in studying bilingual education, but that program focus area was restructuring and I found more faculty support for research on education in Latin America. During the program, I worked with a nonprofit organization in the Dominican Republic and was hired for a full-time role upon graduation. After working there for five years, I became interested in doctoral programs and reached out to ŷ��ڱ��Ƶ Boulder Ph.D. students a few times before finally deciding to apply. I was initially interested in ŷ��ڱ��Ƶ because my parents and twin sister had moved to ŷ��ڱ��Ƶ and I wanted to live near them, but after having a Zoom conversation with my future advisor, Dr. Mileidis Gort, and meeting my EBB cohort during finalist weekend (Becca Flores, Danny Garzon, and María Ruíz-Martínez) I was even more excited to bring my interest in studying bilingual education full circle."

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

Meeting my best friend, Astrid Sambolín Morales. We were put in touch even before the program started, had a class together the first semester, and became fast friends. But our friendship deepened through our shared commitments to bring attention to the experiences of children and families displaced from Puerto Rico (Astrid’s home) after Hurricane María in 2017. We collaborated on a meaningful research project in Florida, traveling to both Orlando and Tampa together and creating many memories alongside having really difficult conversations. This experience led to collaborations with four high school teachers who joined us in ŷ��ڱ��Ƶ for a conference on place and displacement sponsored by the URBAN Network. I have stayed in touch with one of the teachers, whose family is from the Dominican Republic, and met her extended family several times while in the country. Astrid and I talk almost everyday (despite her being in Ohio), sharing life’s ups and downs. There has been no greater gift from my time at ŷ��ڱ��Ƶ! Staying connected to our support networks, no matter the distance, makes a world of difference..”

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

I started the PhD program because I had a lot of questions about education, society, and inequity, and I wanted to become better about deeply understanding and answering those questions. Well, I’m leaving with even more questions, which I consider to be a good sign that I’m in a better place than when I began. Graduating from ŷ��ڱ��Ƶ Boulder does not represent an end but rather a beginning to me, as learning and unlearning is a lifelong journey. Rather than leaving with a title, I know that I am leaving with new ways of thinking and being that I will continue to use for social change.”

What is your best piece of advice for incoming students?

Be open to surprises and follow your curiosity. Engage with the complexity of human experience. Seek feedback and be open to critique, give feedback generously. Read outside of your discipline. Do your best not to lose yourself on the journey, and don’t compare your journey to anyone else’s. Center what matters to you and you will find your way.”

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

My passion for the work that I do has many roots, but a significant turning point began more than a decade ago when I supported hundreds of young people in the Dominican Republic through a youth workforce development program. During this experience, I found that international donors, such as the U.S. government, imagined a linear path between education, employment, and economic mobility. Having been hired to write grants and measure program outcomes, I was often positioned to replicate these discourses rather than question them. But this became increasingly more difficult to do. I saw clearly how the local tourism industry constrained the jobs made available to youth and that, contrary to its promises, it could not resolve social inequalities. And it was undeniable that my own employment in a community where youth and their families struggled to make ends meet was part of the larger problem that I needed to question. I completed my dissertation research with these tensions at the forefront, and my work continues to be fueled by a desire to contest and deconstruct these inequities through ongoing collaborations with institutions in the Dominican Republic as well as through teaching, research, and service in my future job at the University of South Florida. In the current political context, it is more important than ever to emphasize how attacks on public education and on racialized communities is not new and to continue educating young people for social justice.”

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Meet Shay Adamo, a math teacher spreading kindness and creativity

Anonymous — Fri, 28 Apr 2023 04:09:51 +0000

Meet Shay Adamo, a math teacher spreading kindness and creativity Anonymous (not verified) Thu, 04/27/2023 - 22:09

Shay Adamo is following in the footsteps of a family full of educators and ŷ��ڱ��Ƶ Boulder alumni as he looks forward to becoming a math teacher who helps his students unleash their creativity and kindness.

Adamo has developed into an excellent educator through the disposition he brings to learning about the practice of teaching and his sincerity towards meeting the needs of students, and he has been selected at the 2023 outstanding graduate for the ŷ��ڱ��Ƶ Teach program in the School of Education. Adamo has demonstrated a remarkable attitude towards learning about and implementing effective educational practices and strategies in his work, often going above and beyond to leverage and apply new ideas and approaches within math education, his faculty nominators noted.

Additionally, Adamo has shown a genuine interest in understanding the needs of his students and then striving to ensure they have the supports they need to be successful. His disposition and experience with be a valuable asset to his school, students, and community, as he is committed to continuously learn, improve his practice, and find inspiration in his students.

“My passion for teaching is to help students unlock their strengths and spread the kindness that I know they all have,” he said. “I am inspired by them and want to work hard so that they can continue to inspire others like they do me.”

In his own words

Please tell us a bit about yourself

I grew up in a rural village just outside of Steamboat Springs. For me I was inspired to go to ŷ��ڱ��Ƶ Boulder by my own teachers in Steamboat who expressed their love for the ŷ��ڱ��Ƶ Boulder education program in an indescribable way. It made ŷ��ڱ��Ƶ an easy choice for me. :)"

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

The ŷ��ڱ��Ƶ Boulder education program gave me SO many opportunities to be in the classroom and meet different teachers. Through the step program I got to see all grade levels and gained more of and understanding about the ages I wanted to work with. And in the latter programs I got to experience so many different teaching styles first hand so that I could figure out what I wanted to do when I got my own classroom.”

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

I come from family full of educators, and graduating from ŷ��ڱ��Ƶ Boulder means that I can do what my grandma, aunts and uncles did before me. I feel so proud to be able to make a positive impact on the future generations of this world, just like they did.”

What is your best piece of advice for incoming students?

This can be a new beginning, try new experiences and put your heart into that which you love! The more you put in to your classes, clubs and adventures, the more impactful they will be on your future self. Cherish each memory and show kindness through it all.”

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

I became a teacher because I was inspired by the creativity, ingenuity and kindness that all children have within them. My passion for teaching is to help students unlock their strengths and spread the kindness that I know they all have. I am inspired by them and want to work hard so that they can continue to inspire others like they do me.”

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Centering representation and social justice in her home community, meet Maymuna Jeylani

Anonymous — Thu, 27 Apr 2023 22:07:29 +0000

Centering representation and social justice in her home community, meet Maymuna Jeylani Anonymous (not verified) Thu, 04/27/2023 - 16:07

As a first-generation college student and Somali-American Muslim woman, Maymuna Jeylani set out to find a major and career path where she could focus on anti-racist, intersectional, impactful work.

Now the 2023 outstanding graduate of the Secondary Humanities Teacher Licensure Program, Jeylani plans to use her experiences as a Black woman to help understand and dismantle sexism, racism, classism, and homophobia in her classroom. With a position lined up for fall as a middle school English language arts teacher in Aurora, ŷ��ڱ��Ƶ – returning to the community where she grew up – she looks forward to supporting students of any ethnicity, race, gender, sexuality, and ability so that they feel represented in their coursework

Jeylani was in 10^th grade when she encountered her first Black teacher, but she knows that’s too late. She hopes to help provide experiences and representation that her students need.

As a student and educator, Jeylani exemplifies the Secondary Humanities Teacher Licensure program commitments to teaching for equity and justice, her nominators and program faculty said.

“In the university classroom, her diligence, attention to detail, and high standards led to work that was thoughtful, thorough, and crafted with care,” they said. “The unit plan she generated in her Methods One course was simply outstanding. Growing from her interest in learning more about African American Vernacular English and her desire to question and address linguistic inequities in classroom spaces, she designed a series of lessons guided by thoughtful essential questions and defined by learning experiences that inform, challenge, and inspire students.”

In her student-teaching placement, Jeylani demonstrates an impressive capacity for designing and implementing high interest, culturally affirming lessons that encourage high school students to think critically and carefully.

Highly reflective, introspective, and self-aware, Jeylani creates classroom spaces where students see themselves in their learning – whether they are sharing personal narratives or engaging in discussions about identity and intersectionality. She holds critical insights around systems of schooling, how those systems impact her students, and how to ensure that her students feel seen and heard in their day-to-day schooling experiences.

In her own words:

Please tell us a bit about yourself

I am a first-generation college student and Somali-American Muslim woman from Aurora, CO. I struggled to find a major and potential career path at this predominantly white institution of ŷ��ڱ��Ƶ Boulder. My family had made it clear to me they wanted me to pursue STEM or a career path that makes money so I do not struggle financially like I did growing up. But, I found myself immersed in the teachings of Black Feminist scholars and their pedagogy. I was not interested in participating in capitalism. I knew my life’s work had to be social justice-oriented and to take part in dismantling white supremacy by doing alternative, anti-racist, intersectional, on-the-ground work. In my K-12 education, my most impactful teachers were my English teachers yet, I did not have my first Black teacher until 10th grade and the only other one in 12th. That is too late. I do not want students to see their first Black teacher in high school or college. Students' identities should be reflected in their teachers. My unique position as a Black woman allows me to understand sexism, racism, classism, and homophobia. I am very capable of relating to almost any student I come across and I realized that is what my previous teachers did. My commitment and interest in teaching stem from this deeply personal place. In this learning process right now, I’m dedicated to learning how to teach students of any ethnicity, race, gender, sexuality, ability, etc, and have those students feel represented in the images I show, the history I teach, and the writings I quote. I joined the Secondary Humanities Education Licensure Program to be mentored by Black teachers and one day teach Black students in my class."

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

I joined Dr. Awon Atuire’s ETHN 3102 Pan-African Leadership and Cultural Studies with a 10-day Global Intensive in Accra and Cape Coast, Ghana in May 2022. This was one of the most transforming and culturally relevant experiences I have had in terms of social justice, my time at ŷ��ڱ��Ƶ Boulder, and in my life as a whole. Firstly, due to the study abroad costs, misconceptions, and ignorance of Africa at ŷ��ڱ��Ƶ and in Boulder, I was one of four students who had registered for the class. ŷ��ڱ��Ƶ threatened to cancel the class due to low enrollment and my classmates and I took on the challenge of getting the class to ten students. We circulated flyers I designed, did social media outreach, did outreach within the university (advisors, departments, organizations/programs, professors, etc), and pushed the Ethnic Studies Department to give students scholarships and Study Abroad to cut down the expenses for a class full of students of color and first-generation students. During the semester, I read the Love for Liberation African Independence, Black Power, and a Diaspora Underground By Robin J. Hayes and watched documentaries like Eyes on the Prize - America's Civil Rights Movement, LUMUMBA, and more to learn more about social justice figures and the way issues have been tackled in Black communities in and out of the United States. This experience had personal diasporic meanings for me being Black and Somali. The class embarked on a literacy support praxis project where I communicated with the headmistress of Wesley Girls Junior Secondary School in Cape Coast, Ghana. Our focus was supporting young women’s literacy, the joy of reading, empowerment, health, and education through fundraising to buy books that portray Black, African, and Ghanaian main characters and stories that Black, African and Ghanaian authors wrote. I asked what the students wanted and did not push any agenda onto them. The girls already had an expansive literacy that we wanted to support. We raised over 2,000 USD through a GoFundMe as well as got donations from the Denver Public Library, and bought games, soccer balls, jump ropes, board games, etc. Additionally, we donated to build bookcases. We read with them, played games, played netball, went into their classrooms, sang songs, etc, and learned from the girls and community. Alongside achieving this goal on this Global Intensive, I was impacted by how much I learned at the Cape Coast and Elmina Slave Dungeons, markets, traditional food, African drumming and dancing lessons by a master drummer, cultural immersion, peer bonding, deep reflection, and more.”

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

My decision to attend ŷ��ڱ��Ƶ Boulder after high school was a decision foreshadowed by high anxiety and stress of leaving my lived reality of Blackness and Somali culture to drop into the white rich Boulder bubble. At ŷ��ڱ��Ƶ, I have experienced micro and macro aggressions, tokenism, inappropriate assignments, and astounding white privilege. ŷ��ڱ��Ƶ is not home or a place of refuge. Graduating from ŷ��ڱ��Ƶ Boulder represents the way I stayed alive at ŷ��ڱ��Ƶ by taking coursework and being in a community that represents myself and my lived experiences. My goal was to survive but instead I thrived. I received the college education my refugee parents who fled war-torn Somali, pushed for. My being at ŷ��ڱ��Ƶ was an act of resistance. I hope my experiences and presence made room for the next students who look like me.”

What is your best piece of advice for incoming students?

It's okay to not know what you want to study or what career you want right away. I felt lost because I did not have an idea what I was going to do but it all works out! Do not be afraid to follow your passions or interests, even if people say you won't make money or look down on it. ”

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

Building meaningful relationships and being in community with Black people! striving for an equitable and radical future!”

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Meet Sarah Leonhart, accidental adrenaline seeker and intentional equitable education advocate

Anonymous — Wed, 26 Apr 2023 22:37:26 +0000

Meet Sarah Leonhart, accidental adrenaline seeker and intentional equitable education advocate Anonymous (not verified) Wed, 04/26/2023 - 16:37

Sarah Leonhart credits her support system for helping her pursue and persist in graduate school. Much like hucking a cliff—her true story of accidentally skiing off a cliff with friends, a move reserved for adrenaline junkies —Leonhart entered graduate school in the Learning Science and Human Development program at ŷ��ڱ��Ƶ Boulder as a leap of faith, and she is grateful for the support from her network of friends and family.

While working in higher education at the University of Utah, a mentor encouraged her to enroll in a graduate program in education, and she chose ŷ��ڱ��Ƶ Boulder to be close to family in ŷ��ڱ��Ƶ.

Fast forward to today, and Leonhart has been selected by program faculty as the Outstanding Graduate of the Learning Science and Human Development program.

Her research interests include equitable K-12 science education and school hegemony, and faculty honored her as an eager and interdisciplinary student, who dives deeply into how student success and failure are constructed and resisted from sociological, anthropological, and historical perspectives.

Through the program, she has made a powerful impact on the analyses of state science leaders’ noticing for equity. She also contributed to studies of middle and high school student’s collaborative problem solving for the National Science Foundation’s cutting-edge Institute for Student-Artificial Intelligence Teaming (iSAT), an interdisciplinary research community dedicated to transforming classrooms into more effective, engaging, and equitable learning environments through the development of the next-generation collaborative learning.

Leonhart's capstone work focused on ideological hegemony and the perpetuation of systems that continue to disadvantage marginalized communities.

"She advocated for disruption of concepts like meritocracy and competitiveness that define success in terms that inherently advantage dominant culture," said a peer. "Her work was a true "capstone," clearly building on discoveries and concepts she gathered throughout her MA program."

Leonhart will graduate from the ŷ��ڱ��Ƶ Boulder School of Education having made her mark on learning sciences studies, while making time for well-being and hobbies and encourages graduate students who follow to do the same.

“You have to make time for yourself,” she says to other students. “Grad school can feel overwhelming and there is a mindset of toxic productivity in academia. Carve out time to explore your hobbies, spend time with friends, and enjoy what ŷ��ڱ��Ƶ has to offer.”

In her own words

Please tell us a bit about yourself

I was born in raised in Des Moines, Iowa (go Hawkeyes!) although I've moved around quite a bit since then. Before coming to ŷ��ڱ��Ƶ Boulder, I was working at the University of Utah/Department of Veterans Affairs as a Research Analyst. My mentor, Andrea Kalvesmaki, was completing her PhD in educational policy from the UoU. Andrea provided me with the knowledge and confidence to navigate applying to graduate school, specifically education programs. I selected ŷ��ڱ��Ƶ Boulder to be closer to 2 of my 3 sisters. A lot of my family is from ŷ��ڱ��Ƶ so it felt like coming home."

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

One of the greatest lessons that I learned while at ŷ��ڱ��Ƶ Boulder was the importance of community. My greatest, most memorable moments were with my friends and family: singing along to Harry Styles with my friends, accidentally hucking a cliff while skiing with my roommates, engaging in discussions with my classmates... these are the learning moments and stories that I carry close to my heart.”

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

Graduating from ŷ��ڱ��Ƶ Boulder is a testament to the support of my family. As cliche as it sounds, I wouldn't have been able to do it without them. They have provided me with a solid foundation to build upon and I cannot thank them enough. I want to give a special shoutout to my grandparents. Their unwavering support over the years has been incredible. Y'all, look at the heights we've reached!”

What is your best piece of advice for incoming students?

You have to make time for yourself. Grad school can feel overwhelming and there is a mindset of toxic productivity in academia. Carve out time to explore your hobbies, spend time with friends, and enjoy what ŷ��ڱ��Ƶ has to offer. Also, go to therapy. CAPS is a great resource! ”

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

My family and the youth.”

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An education elective unlocked Amber Hall’s understanding of herself, her future as a teacher

Anonymous — Wed, 26 Apr 2023 22:35:39 +0000

An education elective unlocked Amber Hall’s understanding of herself, her future as a teacher Anonymous (not verified) Wed, 04/26/2023 - 16:35

Amber Hall struggled to find her place at ŷ��ڱ��Ƶ Boulder and her path, until she found the School of Education and the Elementary Education major.

“I chose ŷ��ڱ��Ƶ’s School of Education because of their principles, as they were principles that I tried to name and ground myself in for so long: justice, equity, inclusion, humanization, and diversity,” she said.

Originally trying out various STEM majors and other career tracks, Hall, a first-generation college student, started feel stuck until she took an education elective, School and Society, that gave her words and validation for her experiences and upbringing as a first-generation college student with a history of struggling in school, identifying as a student with disabilities. That course was the reset she needed to realize that the change she aspired to could be accomplished as an educator.

“This course made me take a step back and reevaluate my experiences in school, the inequity I had faced and that my foster siblings and siblings faced, to take action and reimagine education as an enjoyable place, where everyone from anywhere, going through anything is welcomed, heard, and empowered,” she said.

Hall is now an Outstanding Graduate for the Elementary Education program, and faculty nominators know she is an exemplary elementary educator and advocate for students because of the depth and seriousness of her preparation for working with children.

Hall takes the initiative to design and facilitate meaningful learning experiences that embody her commitment to activism and advocacy for the rights of all children to think, speak, learn, and thrive. She approaches her work as an educator with humility, critical consciousness, and genuine commitment to children, families, and community members.

Graduating means so much to Hall, her family, and her future students. Come fall, she will be teaching 3^rdgrade Montclair School of Academics and Enrichment in Denver Public Schools, where she looks forward to being the kind of educator she needed and deserved as a student.

“Knowing that my future students will have a place they belong, are loved, welcomed, heard, and appreciated drives my passion for my work after graduation,” she said. “This was something I desperately needed in elementary school, and I am committed to fostering. Additionally, knowing I can learn beside my students and colleagues drives my passion for my work.”

In her words

Please tell us a bit about yourself

Hello! I'm from Westminster, ŷ��ڱ��Ƶ! I am incredibly humbled and honored to be celebrated. Looking back four years from today, I honestly did not think I would be graduating from higher education. I came to ŷ��ڱ��Ƶ Boulder as an Molecular, Cellular, and Developmental Biology major. This quickly changed, as I became a Psychology major and then later my first year of college, an Atmospheric and Oceanic Science major. Entering University I struggled, I didn’t feel a sense of belonging and nothing from my course work resonated with me the way I hoped it would. I felt as if I was at a standstill, stuck.

For the longest time, I thought I would have ended up swimming with sharks pursuing the career of a marine biologist. The thought of becoming an educator was intriguing to me, but I had qualms since I had a history of struggling in school identifying as a student with disabilities. One semester, I decided to take an education course, School and Society, to fulfill my elective requirement. I went in expecting to learn about classrooms, but I ended up discovering so much about what I wanted in my future as everything that was spoken in this course resonated with me deeply. It was the first time in a long time I felt empowered and like my past experiences and identity- as a first generation, dyslexic student, was not a hindrance, but instead something to celebrate. This course made me take a step back and reevaluate my experiences in school, taking the inequity I had faced, and that my foster siblings and siblings faced, to take action and reimagine education as an enjoyable place, where everyone from anywhere, going through anything is welcomed, heard, and empowered. I took a semester off of school to think deeper and consider what my future may be like. I thought of my sisters and brother, of my foster sisters and brothers, and of 6 year old me. As I started doing research, ŷ��ڱ��Ƶ’s School of Education has the same values I was seeking as I tried to pave a new path for myself. I chose ŷ��ڱ��Ƶ’s School of Education because of their principles, as they were principles that I tried to name and ground myself in for so long: justice, equity, inclusion, humanization, and diversity."

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

One of my greatest experiences at ŷ��ڱ��Ƶ Boulder was the experience of becoming and all that has come with it. Learning that it’s okay to change, beautiful even. And lastly, it’s good to work hard but also to find time for things you love.”

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

Since I’m a first generation student, it means a lot to me to graduate with a degree. Graduating is a symbol of hope as I have overcome my own adversity and represents overcoming adversity for my family as well.”

What is your best piece of advice for incoming students?

My best piece of advice for incoming students would be to give yourself the grace and room to make mistakes. It’s better to take your time and figure out what you want in life, than to burn out. And lastly, if things feel off, out of place, or not right it’s okay to reevaluate your situation and make changes, it’s never too late.”

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

Knowing that my future students will have a place they belong, are loved, welcomed, heard, and appreciated drives my passion for my work after graduation. This was something I desperately needed in elementary school and I am committed to fostering. Additionally, knowing I can learn beside my students and colleagues.”

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Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth

Anonymous — Wed, 26 Apr 2023 14:41:29 +0000

Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth Anonymous (not verified) Wed, 04/26/2023 - 08:41

Haydn Crouse had several years of experience teaching in elementary schools and a solid undergraduate underpinning, when she realized she wanted to “become a better teacher for my students.”

Crouse, a kindergarten teacher in the St. Vrain School District, enrolled in the Literacy Education Master’s program a ŷ��ڱ��Ƶ Boulder to better support her students’ literacy education and grow as a teacher, and her experience in graduate school fulfilled that dream and more.

“This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program, so I could learn, grow, and continue to become the best teacher I could be,” she said.

A reflective and thoughtful educator, Crouse is motivated to support striving readers, as she makes sense of her own trajectory and supports she received as a student herself.

She draws from her professional development and graduate studies in culturally and linguistically diverse education and her master’s courses in literacy to build meaningful literacy communities for diverse readers. Throughout her coursework, Crouse’s assignments and interactions with colleagues showcased a commitment to asset-based literacy instruction, building from and honoring the cultural backgrounds in her classroom, her faculty nominators said. Many of her students come from different regions, countries, and linguistic backgrounds, starting school in the U.S. in Longmont. Crouse is able to translate research around evidence-based instruction into responsive literacy instruction, assessment, and feedback that accounts for the different strengths and areas of growth in her classroom community.

In addition, Crouse engages in collaboration with colleagues as a thoughtful listener and peer coach, in ways that keep students as the focus. She often shares her own experiences as a learner and about how she is growing as an educator—integrating what she is learning in ways that impact her daily classroom teaching.

When she crosses the stage at graduation, Crouse will be the first person in her family to earn a master’s degree. She plans to use the tools and knowledge she gained through graduate school to make a positive impact in the lives of her students and their educational experiences. She hopes other teachers will follow in her footsteps and find a graduate program that complements their continual growth as teachers.

“As a teacher who is working towards their master’s degree, you are in the most incredible position possible,” she said. “You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgmental professors and colleagues as a soundboard. Although teaching and receiving a master’s degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously.”

In her own words

Please tell us a bit about yourself

I am a fifth year kindergarten teacher who grew up in Louisville, ŷ��ڱ��Ƶ surrounded by a family filled with love and support. For as long as I can remember, I have wanted to be a teacher. I cannot help but feel that being an educator is what I am meant to do and how I am meant to impact others in life. My greatest aspiration when applying to and beginning the Curriculum and Instruction - Literacy Education program at the University of ŷ��ڱ��Ƶ Boulder was to become a better teacher for my students.
When I began this program, I was in my fourth year of teaching, first teaching 3rd grade for two years and then moving both states and grade levels to teach kindergarten. Although I believe I received an incredible education in my undergraduate program, I knew there was a lot more I could learn about how to support my students in literacy. This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program so I could learn, grow, and continue to become the best teacher I could be. The University of ŷ��ڱ��Ƶ Boulder fit my desire to learn about educational literacy research-based practices while also having the opportunity to choose courses outside of the literacy education track that support my desires to become a well-rounded teacher. ŷ��ڱ��Ƶ's continued advocacy for diversity and inclusion was also appealing to me, as I could keep these at the forefront of my learning and teaching throughout the program."

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

Throughout my teaching career, I have always known that education is an ever-evolving field. My program at ŷ��ڱ��Ƶ Boulder has taught me the value in educating myself in research-based educational practices. Adopting new practices in teaching requires a balance between keeping an open mind while continuing to have a critical lens. ŷ��ڱ��Ƶ Boulder has provided me with the background, tools, and resources that allow me to continue learning and growing as an educator throughout and after my master’s program. This way, I can always be growing as an educator, while keeping the strong foundation I have learned through the Literacy Education program.”

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

When I graduate from the University of ŷ��ڱ��Ƶ Boulder, I will be the first person in my family to graduate with a masters degree. This is something I, and my family, take great pride in. Not only will I show pride for my family, but I will also show pride for my educational community, as I am bettering myself as an educator to support future generations of children. I plan to use the tools and knowledge I have acquired throughout my graduate program to make a positive impact in the lives of my students’ educational experiences. Graduating with a masters degree from the University of ŷ��ڱ��Ƶ Boulder means I have not only accomplished a great task but I have also obtained a great amount of knowledge that will support me in my goal to be a better teacher for my students.”

What is your best piece of advice for incoming students?

My piece of advice for incoming students pertains to current teachers who are in the masters program specifically. As a teacher who is working towards their masters degree, you are in the most incredible position possible. You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgemental professors and colleagues as a soundboard. Although teaching and receiving a masters degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously. You can do it!”

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

The excitement and passion I have gained surrounding the knowledge I received throughout my program will be a driving catalyst to continue my learning after graduation. I will teach my students with a wealth of knowledge on how to support students in literacy as well as other aspects of their education. My drive to uplift and encourage my students’ success will continue my passion for education after graduation. I am extremely grateful for the professors and instructors I have had the privilege to learn from throughout my time at the University of ŷ��ڱ��Ƶ Boulder. I will forever be thankful for each and every person who has helped me learn and develop my knowledge during my program, and I promise to never stop learning and pushing myself as an educator.”

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Meet Cora Emslie, an outstanding graduate who says creating community is key

Anonymous — Tue, 25 Apr 2023 21:28:15 +0000

Meet Cora Emslie, an outstanding graduate who says creating community is key Anonymous (not verified) Tue, 04/25/2023 - 15:28

Community is everything to Cora Emslie, the School of Education’s outstanding undergraduate student. Emslie grew up in Fort Collins, and she enrolled in ŷ��ڱ��Ƶ Boulder specifically for the School of Education’s unique Leadership and Community Engagement major, one of the only degree programs of its kind nationwide that prepares ethical and culturally aware leaders who collaborate with community partners to tackle society’s big challenges.

Emslie’s peers and instructors in the program selected her for the outstanding graduate honors because of her passion for justice, empathy, reliability and enthusiasm. She has been an outstanding leader through her participation in the programs and the Public Achievement program, a civic engagement program that promotes student voice and transformative change through youth-led community activism projects.

Her youth partners in Public Achievement have taught Emslie so much about leadership and activism. She worked with a team of eighth graders who chose to focus on domestic violence this year—a project that has never been of focus in the ŷ��ڱ��Ƶ Boulder Public Achievement (PA) program. Students wanted to bring awareness to domestic violence, and they also found it important to openly discussed the topic at any age so people don't feel alone if they or people that they love experience it. Additionally, Emslie worked with high schoolers, who chose to focus on immigrant rights and voting rights for undocumented immigrants in Lafayette, another novel topic for the PA program. Emslie found the students deeply care about expanding voting rights as they see the power that comes from being able to vote and voice their opinion in the local and the federal government.

"Working with the students in PA has taught me so much about radical and revolutionary love," she said. "Each week my students teach me how important community is and how much of an impact we can truly make in our communities. If it wasn’t for PA and all the lovely people that I have met through it, I would not be who I am today."

Emslie’s dedication and commitment to social justice is exemplified by her exceptional record of impact. Her peers and faculty noted that she is one of the most hardworking people in the major. Her contributions embody the ethos and values of the major to “nourish and honor the leadership and dignity of those around her such as her peers and the young people she works with.” This work is often behind the scenes: to listen, ask critical questions, connect with others, ensure all voices are heard, and take on often unglamorous tasks.

One student stated, “Cora embodies patience and wisdom. She has helped me expand my thinking and understanding of the world. Being a witness to her leadership has taught me the value in showing up authentically. I wouldn't be who I am without our friendship because she radiates love, passion, and integrity.”

In her own words

Please tell us a bit about yourself

I grew up in Fort Collins, CO and learned about the leadership program at ŷ��ڱ��Ƶ Boulder on my tour of the campus. I immediately was interested after hearing about it and applied to be part of the program at ŷ��ڱ��Ƶ. I chose ŷ��ڱ��Ƶ for the leadership program and because it was still in state so I would still be close to my family. "

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

The greatest lesson that I’ve learned while here is how valuable and impactful a strong community can be. Throughout my time in college I have been a part of many communities through classes, friend groups and programs that i have worked with. The community that I have found through these programs and the relationships I have fostered because of them have shown me how important finding your own community in college is.”

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

Graduating from ŷ��ڱ��Ƶ Boulder represents coming to the next phase in my life. While I don’t know exactly what’s in store, I’m excited to see what comes next!”

What is your best piece of advice for incoming students?

My best piece of advice is to try a lot of new and different things! Being adventurous and pushing yourself out of your comfort zone in many different ways is what college is all about and how you’ll find out what your passions and interests are.”

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

What drives me is community. I have found that the relationships in the communities that I am a part of drive me to show up and do the work that I am passionate about.”

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Meet Sophie Friedman, citizen of the world turned STEM teacher

Anonymous — Mon, 24 Apr 2023 22:09:45 +0000

Meet Sophie Friedman, citizen of the world turned STEM teacher Anonymous (not verified) Mon, 04/24/2023 - 16:09

Sophie Friedman grew up a “citizen of the world,” living in places like Japan, England, and Germany with her military family, but it’s her experience as an undergraduate and graduate student at ŷ��ڱ��Ƶ Boulder and in her student teaching classroom that have made the greatest impact on her next steps as a teacher.

Friedman has been an integral part of the ŷ��ڱ��Ƶ STEM Education community as an undergraduate Learning Assistant, Learning Assistant Mentor, STEM Education Certificate recipient, and now graduate of the secondary science MA + licensure program, a program that allows students to earn their Master’s degree and teacher licensure in just one year.

As part of the first cohort of an intensive one-year program, Friedman student taught at Century Middle School. She provides high-quality instruction to middle grade students and teaching STEM for equity and justice. Her caring temperament and sense of humor is uniquely suited to ensuring that all students feel comfortable engaging in the hard work of knowledge construction. Friedman’s mentor teacher has raved about Friedman’s ability to plan and facilitate lessons aligned with the Next Generation Science Standards and feels that her experience working with Friedman has helped improve her own practice. Now, Friedman has been name the program’s 2023 outstanding graduate.

Friedman has also been a leader in helping her peers navigate completing an master’s and teaching license at the same time. Not surprisingly, she has already been recruited for many professional opportunities, and the ŷ��ڱ��Ƶ Teach faculty look forward to continuing supporting Sophie’s essential work inside and outside of the science classroom.

In her own words

Please tell us a bit about yourself

Well... I am a military kid so I am from everywhere. The correct term is Third Culture Kid. I was born in Germany, then I lived in Florida, then I lived in Okinawa, Japan, then England, and then back to Okinawa, Japan. I have travelled to at least 30 different countries. I came to the education program because of ŷ��ڱ��Ƶ Teach. I have been at ŷ��ڱ��Ƶ now as both an undergrad in the Department Environmental Studies and now as a master's student with ŷ��ڱ��Ƶ Teach's Master's plus Licensure in Secondary Science program."

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

The greatest experience I have had at ŷ��ڱ��Ƶ Boulder is the opportunity to have both a great undergrad/grad school experience and fantastic experience at my student teaching placement - Century Middle School. Being apart of both the ŷ��ڱ��Ƶ Boulder and Century communities has made me feel so connected to my future peers but also my students. Without ŷ��ڱ��Ƶ Boulder who knows where I would have student taught. Being at Century Middle School has provided me the opportunity to grow as a STEM teacher and learn what it means to be a teacher beyond the content. Alongside, my mentor teacher and leadership students we planned dances, trainings, a Lock-in, fundraisers, and so much more.”

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

It is a huge step in becoming a better teacher. This is a job I have always looked towards and now I am even closer to accomplishing that job.”

What is your best piece of advice for incoming students?

Not every one lesson you teach is going to be great, not everyday is going to be a breeze, but the day you see that lightbulb go off for a student is the day you know what you're doing means something.”

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

My passion to give students of all backgrounds the ability to learn. Not everyone learns in the same way and I want to give students the chance to prove to people that may have said 'on no, you can't do this' when in reality they just did not have the right learning support. I need to keep being flexible and adaptable to what students need and I need to be comfortable knowing that not every lesson is going to go according to plan.”

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Paying it forward in student affairs, meet Higher Education graduate Lydia Darlington

Anonymous — Mon, 24 Apr 2023 18:42:57 +0000

Paying it forward in student affairs, meet Higher Education graduate Lydia Darlington Anonymous (not verified) Mon, 04/24/2023 - 12:42

A lifelong love of learning and a desire to pursue people-centered work led Lydia Darlington to a career in higher education, and her mentors helped her pursue her master’s degree in higher education. Darlington is the Senior Executive Aide to the Vice Chancellor for Student Affairs at ŷ��ڱ��Ƶ Boulder, and she loves her work as a higher education practitioner. Former Vice Chancellor Akirah Bradley, who she holds deep respect for and considers a mentor, encouraged her to pursue the higher education program in the School of Education.

Darlington is this year’s outstanding graduate for the Higher Education (MAHE) program, where she used her practicum project to pay it forward. Darlington worked to build stronger connections between MAHE and Student Affairs, planning a series of three joint professional development sessions for MAHE students and student affairs staff. She also worked closely with MAHE faculty to design and propose a new graduate certificate program in Student Affairs that will help build enrollment pathways into the program and will make MAHE coursework more available to student affairs practitioners across campus.

“Lydia’s interest and drive for improving student affairs practice can be seen in her MA Capstone project, which explores and critiques prevailing student development theories,” faculty nominators said. “Lydia’s project highlights new scholarship centering race, gender, and other identities, showing how these critical frameworks ask us to expand our theories of student development—and to change our work with students.”

Darlington is as an excellent student and a valued member of the School of Education community who has worked to build and strengthen the MA in Higher Education (MAHE) program.

In her own words

Please tell us a bit about yourself

I grew up in a small rural town in central Indiana, the youngest daughter of three. Growing up, my parents instilled in me the principles of love, compassion, and respect for all people and things, as well as a healthy dose of curiosity and tenacity. This type of upbringing helped engrain the value of lifelong learning and a desire to pursue people-centered work. I attended Ozark Christian College, where I attained a BA in Intercultural Studies and met my generous and fun-loving husband, Adam, who has been my greatest encourager. Together, we have two dogs, Frasier and Marcel. Adam and I are excited to celebrate our 10th wedding anniversary this summer! We moved to ŷ��ڱ��Ƶ in late 2018, and I joined the Division of Student Affairs at ŷ��ڱ��Ƶ Boulder in September of 2019. Since then, I have worked in various capacities to support the Vice Chancellor and executive leadership, and I currently serve as the Interim Senior Executive Aide. I joined the MAHE program thanks to the encouragement of former Vice Chancellor Akirah Bradley, who I respect immensely and consider a professional mentor. I can’t thank her enough for urging me to take the next step in my educational journey and earn this degree!."

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

There have been many, many valuable lessons along the way. One I will carry with me always is to not be afraid to take risks – in your coursework, in your professional endeavors, and in your personal journey. For me, this has meant getting out of my comfort zone, asking lots of questions, and investing time and energy in relationship with other people. It can be scary, but the reward is often tenfold!”

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

I am very proud of my time at ŷ��ڱ��Ƶ Boulder so far! To me, graduating from the MAHE program represents my lasting commitment to the mission of higher education and the full scope of human discovery and development.”

What is your best piece of advice for incoming students?

Take the time to get to know your classmates and colleagues within your program! They will become your friends, trusted confidants, study-buddies, champions, and support system when things get tough!”

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

I love my work as a Student Affairs practitioner... there is nothing else like the energy and excitement of the college environment! It is a privilege to play even a small part in the life story of so many amazing students and other professionals who go on to make incredible impacts on the local and global community.”

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