Undergraduate Students

Students nurture a heart to give back

Rachel Sauer — Fri, 21 Nov 2025 14:30:00 +0000

Students nurture a heart to give back Rachel Sauer Fri, 11/21/2025 - 07:30

Rachel Sauer

Undergraduate students Josiah Gordon and Miles Woods formed a nonprofit to provide scholarships for students at their former high school, determined to make positive change in their community

Josiah Gordon and Miles Woods have been friends since kindergarten. They know each other’s families, have been in and out of each other’s Denver homes and can communicate in a shorthand that comes only with knowing someone that long.

They played on some of the same basketball and Arapaho Youth League football teams, had many of the same teachers at Highline Academy and moved on to Thomas Jefferson High School with similar attitudes toward education: Eh, it’s fine.

“I understood (education) was really important because my parents harped on it, but I couldn’t really say I enjoyed it,” Woods says.

Josiah Gordon (left) and Miles Woods (right) are CU Boulder pre-med students majoring in integrative physiology and participating in the Miramontes Arts and Sciences Program. Last year, they decided to raise money for scholarships for students at their alma mater high school.

“For me,” Gordon adds, “when I was younger it was not stressed. I come from a low-income family, but as Miles and I were growing up and our moms were getting to know each other, I was picking up a little bit on that emphasis on education.”

The COVID year changed everything. It was a reset button for both of them, helping them connect with their faith, giving them a bigger-picture perspective on what they want their lives to be and making them realize they really needed to get serious about school.

Fast forward several years, and they’re both pre-med students majoring in integrative physiology at the �Թ�� of Colorado Boulder. Both are also part of the Miramontes Arts and Sciences Program and both focused on goals that are big enough to motivate hard work but not so big that they’re out of reach.

They also know, however, that the future can’t happen without everything that came before it, so last year they hatched an idea to help students at their former high school who see the value of higher education but aren’t sure how to pay for it.

In 2024, the two undergraduates with no previous experience doing anything like this started the Hem of Hope Foundation—originally called Manum Dare, which means “to lend a hand” in Latin—to fundraise and award scholarships to students at Thomas Jefferson High School.

“Senior year, I think I applied to something like 26 different scholarships—everything I could find,” Gordon says. “For me, that was the start of this—just going to school with our peers, a lot of individuals who wanted to go to college and worked hard but just couldn’t make it happen financially. I think we just have a heart to give back and do what we can to help.”

Learning to love learning

Both will admit, though, that the path to this point has been winding, and they didn’t always care this much about education. Woods had the example of his mother, who was the first in her family to go to graduate school—she’s an attorney—and his father, who was the first in his family to go to college. They emphasized education to Woods and his sister, who recently graduated the �Թ�� of California at Berkeley, and to Gordon when he visited the Woods’ home. The message took a little while to sink in.

“I wouldn’t say I was a bad kid by any means,” Gordon recalls, “but I was definitely not a teacher’s pet. I gave my teachers a little trouble growing up, and that’s common in young boys. I just didn’t like school. I would say it wasn’t until I got to high school that I started to take things a little bit more seriously. Plus, I had little more autonomy with choice for classes, and that made a difference.”

They took a human anatomy class together, which planted a seed: “It was like, wow, this stuff is pretty cool,” Gordon says, so he tucked the thought away for future reference.

Miles Woods (second from left) and Josiah Gordon (right) with the two Thomas Jefferson High School students to whom they gave scholarships for which they fundraised. (Photo: Josiah Gordon)

“We were learning about the body in a way that’s really applicable,” Woods adds. “Sometimes I’d be sitting in class like, why am I learning this? Sitting in algebra or whatever, it could get kind of boring. But in that class, it was really interesting, really immersive, and it got me thinking about the body and thinking ‘Oh, that’s how that works.’ I remember one day (the teacher) was teaching us about tattoos and why they are permanent and how they stay in the body, and thinking that was so interesting.”

Both young men were also chasing dreams of playing college basketball, but things worked out how they were supposed to work out, Woods says. He originally committed to play basketball at another Colorado school, but the arrangement fell through a few weeks before the deadline to accept his admission to CU Boulder.

Meanwhile, Gordon broke his foot during his senior year, but because he’d applied for so many scholarships, he was able to pursue an academics-based path rather than a basketball-based one.

“We’d been planning to go our separate ways and chase the hoop dream, but then here we both were at Boulder,” Woods says. Gordon declared pre-med from the beginning, but it took Woods a semester of studying business to know for sure that medicine was his path.

‘Let’s just try’

In Summer 2024, Gordon and Woods participated in Startup Summer through the CU Law School, a 16-week program that supports students in entering the world of startups, innovation and emerging companies. The program helps students come up with business ideas, work on pitches, partner with mentors in the business world and, at the end of the program, pitch a business proposal to a room of investors.

They had some business ideas and even developed one as far as the pitch stage, but their thoughts kept returning to the idea they’d had in high school, from which they were only a year removed.

“We kept thinking about our close friends who couldn’t make it to college because they couldn’t afford it,” Gordon explains, so they thought: What if, instead of a business, they started a nonprofit?

It was an audacious thought for people still in their teens, but they’d spent the summer in rooms with great business minds, people who’d started incredibly successful companies, and they’d soaked up the lessons.

“We thought, why not do it now?” Gordon says. “Let’s just try to raise a little bit of money and give it to someone at our alma mater.”

Josiah Gordon (striped shirt) reads to children at an elementary school in the neighborhood where he grew up. He and Miles Woods (not pictured) are active community volunteers in addition to scholarship fundraisers. (Photo: Josiah Gordon)

Their initial goal was to raise $1,000, so they established a GoFundMe, promoted what they were doing on social media and harnessed the power of word of mouth. A day and a half after they started, they’d raised $2,000. Not long after, a web developer who’d seen what they were doing offered to build them a website. Other Thomas Jefferson alumni contacted them and offered support, including former NFL player Derrick Martin, who gave them a shout-out on social media.

They figured they should get serious about the nonprofit, so Brad Bernthal, then-director of the Startup Summer and an associate professor of law, put them in touch with law students who helped them create a 501(c)(3) as Manum Dare, later renamed Hem of Hope.

They established scholarship criteria—a 3.25 GPA and involvement in extracurricular activities among them—and developed an application on their website, which included an essay. Gordon’s mother helped them read the essays, and in the spring they selected two $1,000 scholarship recipients.

“It’s definitely kind of rough knowing you can’t help everybody how you want to, but I think you can find solace in the fact you’re helping somebody, and the little bit you can do right now for someone is better than not doing anything,” Woods says. “I think that’s the stance you have to take.”

Bring positive change

Since awarding the first two scholarships, they have renamed the foundation Hem of Hope to reflect their faith, established a board, brought on CU School of Medicine student Sandra Appiah as a community impact ambassador and are exploring opportunities for mentorship and community collaboration. They’re also discussing fundraising strategies for next year’s scholarships.

“We’ve been thinking of bake sales, maybe a 5K,” Woods says. “Now that we have a 501(c)(3), we’re hoping to find businesses to partner with on grants.”

Gordon adds that they’ve talked with representatives from other nonprofits, who have given them advice on grant writing, fundraising and community outreach.

They balance this with being third-year students in a demanding major, volunteering as practice players for the CU women’s basketball team and planning for MCATs, medical school applications and graduation.

“Just being on the pre-med track itself is tough, but I think the way we grew up and some of our values definitely pay off,” Gordon says. “We don’t party; we don’t go out to the Hill or anything like that, so that gives us extra time. The analogy that pops in my brain is a see-saw: You’re not ever really going to be perfectly balanced, but I think that act of teetering is a kind of balance itself, kind of learning and establishing a good routine.

“And it’s important to us. You make time for the things that are important to you, and we want to bring positive change to our community.”

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Undergraduate students Josiah Gordon and Miles Woods formed a nonprofit to provide scholarships for students at their former high school, determined to make positive change in their community.

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Top image: Miles Woods (left) and Josiah Gordon (right) at the spring scholarship presentation. (Photo: Josiah Gordon)

Eat, pray, learn

Rachel Sauer — Tue, 18 Nov 2025 03:13:10 +0000

Eat, pray, learn Rachel Sauer Mon, 11/17/2025 - 20:13

Rachel Sauer

Bali Global Seminar in Sustainability and Social Entrepreneurship helps students see real-world work to balance tourism with environmental and cultural preservation

Tourists certainly visited Bali before Elizabeth Gilbert’s 2006 memoir Eat, Pray, Love, but they came in droves after it became an international bestseller. And when the film based on Gilbert’s memoir and starring Julia Roberts was released in 2010, some frustrated residents began hanging “Eat, Pray, Leave” signs.

Bali, like many heavily touristed—some might say over-touristed—spots around the globe, exists in an uneasy détente between the tourism that represents 80% of its economy and the growing recognition that with tremendous tourism comes previously unseen environmental, economic and cultural impacts.

Students who participated in the Summer 2025 Bali Global Seminar in Sustainability and Social Entrepreneurship not only learn first-hand how Bali’s residents and leaders are grappling with previously unseen environmental, economic and cultural impacts related to tourism. (Photo: Laura DeLuca)

Participants in the three-week Bali Global Seminar in Sustainability and Social Entrepreneurship not only learn first-hand how Bali’s residents and leaders are grappling with these issues for which there aren’t many roadmaps, but how they’re creating innovative, sustainable solutions for dealing with these environmental and socioeconomic challenges.

“It’s a very hands-on course,” explains seminar director Laura DeLuca, a �Թ�� of Colorado Boulder assistant teaching professor of anthropology and faculty member in the Stories and Societies Residential Academic Program. “Students are seeing first-hand these social innovations that are designed to improve human and ecosystem viability in ways that are effective, efficient, long-term and just.

“These innovations also serve as models that can be adapted to other cultural and socioeconomic contexts beyond Bali. The application of these approaches is driving the emergence of new and creative ‘solutionary’ paradigms that address the concerns of people, animals and the environment.”

Potential benefits, potential impacts

The Bali Global Seminar in Sustainability and Social Entrepreneurship first took place in Summer 2024 and was led by Caroline Conzelman, an anthropology teaching professor in the College of Arts and Sciences Residential Academic Programs (RAPs).

The seminar had its genesis in “this idea of decolonizing the study abroad experience and challenging some of these notions of extractive tourism or ‘voluntourism,’” Conzelman explains. “Sometimes we don’t really examine our positions of privilege and power when we are just regular tourists, even with study abroad, so I always bring this into the conversation with students: What are we doing here, what are potential benefits, what are potential impacts?”

Conzelman and DeLuca, who were in graduate school at CU Boulder together, both brought a passion for sustainability to their respective areas of anthropological study—Conzelman in Bolivia and DeLuca in Tanzania—and together developed a 1000-level course on sustainability, social responsibility and entrepreneurship that they taught in several RAPs.

Apply by Dec. 1

Applications for the three-credit Summer 2026 Bali Global Seminar in Sustainability and Social Entrepreneurship close Dec. 1. Students from all majors are invited to participate.

For more information, contact Scott Funk, Education Abroad program manager for the Bali Global Seminar in Sustainability and Social Entrepreneuriship.

Learn more

Though neither had previously studied or done research in Bali, “I’m on a listserv for environmental anthropology, which has always been my focus, and I kept seeing information about the Bali Institute,” Conzelman says. “On Oct. 13, 2021, I had my first Zoom meeting with the director of the Bali Institute, and we talked for an hour and a half. We were on the same level in terms of being extremely aware of differentials of power and privilege that exist in study abroad and other sorts of programs like that.

“We talked about upending the status quo of voluntourism, we talked about creating a viable business model for longer-term engagement in terms of Balinese people inviting foreigners into their own communities and guiding them in this cultural exploration.”

Tri Hita Karana

Working with the Education Abroad office and with the Bali Institute as a local partner, Conzelman began developing a three-week summer program that would allow students to study community-led coral restoration and regenerative rice farming projects, spend time with social entrepreneurs and learn about local traditions in medicine, food and religion, as well as strategic efforts to make tourism more sustainable.

The Balinese practice of Tri Hita Karana is woven throughout all the lessons, DeLuca says, which is the “three causes of wellbeing” or the “three causes of prosperity and happiness”: harmony with the divine, harmony among people and harmony with nature and the environment.

“The principle of Tri Hita Karana guides many aspects of life on the island and is seen as a strong pillar for maintaining the residents’ sustainability and quality of life,” DeLuca explains.

Clementine Clyker, a senior majoring in environmental studies, first participated in the seminar as a student in 2025 and then as a teaching assistant (TA) in 2025. As a student, she says, “some of my most memorable experiences were getting to know the Balinese people, especially our guides. I still remain in contact with most of them. They have shown me different ways of life that put my own into perspective. Additionally, I met many loving individuals who work hard to promote social equity and equal opportunities for marginalized groups such as women.”

Because of her experiences in Bali as both a student and a TA, she adds, “I have also started to prioritize community more. Bali is a warm and welcoming place that is deeply rooted in community, something I feel we lack in the States. Getting to see the lives of Balinese locals has made me realize how important it is to have that community and to nurture it.”

For Cal Curtis, a sophomore majoring in biology with a leadership minor, participating in the Summer 2025 Bali Global Seminar "opened my eyes to a new community and ecosystem. I learned about the devastating impact of overfishing on our oceans, which sparked my passion for conservation.”

"Bali taught me so much about empathy, the importance of community and the impact that our actions directly have on the environment," adds Summer 2025 participant Skylar Armstrong, a sophomore majoring integrative physiology.

DeLuca notes that Bali is at the frontlines of addressing the exploitative overtourism also seen in places like Barcelona, Cairo and Venice, “which, basically, takes more than it gives,” she says, and has led to crises of pollution, reef destruction, affordable housing, access to health care and maintaining private places to worship.

“Because of the partnerships we have with people who live there, Bali is a living classroom for our students,” DeLuca says. “It’s a place that’s really romanticized and that I think a lot of people dream of visiting, but it’s also a place where the people who live there are trying to figure out how they can sustainably undo some of the damage that’s being done by this industry that represents the majority of their economy. And we have these deep connections and relationships with people there who are willing to teach our students about this work.”

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Bali Global Seminar in Sustainability and Social Entrepreneurship helps students see real-world work to balance tourism with environmental and cultural preservation.

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Top image: Guillaume Marques/Unsplash

New Bachelor of Science degrees expand pathways in natural sciences

Timothy Grassley — Mon, 10 Nov 2025 13:50:15 +0000

New Bachelor of Science degrees expand pathways in natural sciences Timothy Grassley Mon, 11/10/2025 - 06:50

Degree options will give students broader opportunities to tailor their academic experiences and prepare for evolving careers in science, research and technology

Beginning fall semester 2026, the College of Arts and Sciences at the �Թ�� of Colorado Boulder will launch a suite of Bachelor of Science (BS) degrees across many majors in the Division of Natural Sciences, expanding opportunities for students to tailor their academic experiences and prepare for evolving careers in science, research and technology.

The new degree options in astrophysical and planetary sciences; atmospheric and oceanic sciences; biochemistry; chemistry; geological sciences (renamed Earth Science in Fall 2026); geography; integrative physiology; mathematics; molecular, cellular and developmental biology; neuroscience; physics; and statistics and data science reflect a growing demand from students, faculty, alumni and employers for programs that signal greater specialization in the sciences.

“We’ve listened to feedback from our students who want more clarity in how their degree reflects the work they’ve done,” says Irene Blair, dean of the Division of Natural Sciences. “The sciences are evolving rapidly, and our degree offerings must evolve with them. These new BS pathways empower students to pursue the laboratory, mathematical and computational studies they value while maintaining the flexibility that defines a liberal arts education.”

Most students in the natural sciences will see little or no change to their coursework; the introduction of BS degrees provides clarity about their specialization on their diplomas. At the same time, existing Bachelor of Arts (BA) options will remain available in many natural sciences departments – applied math, astrophysical and planetary sciences, ecology and evolutionary biology, environmental studies, geography, mathematics, psychology, physics, and public health – ensuring students retain the flexibility to explore interdisciplinary interests or combine majors, with their natural sciences major continuing to signal the skills and specialized knowledge they have gained.

“Offering both BA and BS degrees reflects our belief that success in science takes many forms,” says Blair. “We want students to have the freedom to pursue what inspires them, whether it’s deep research, broad exploration or innovative work across disciplines.”

The College of Arts and Sciences will share detailed guidance for current students and academic advisors in the months leading up to the August 2026 launch. For more information, see the BS degree FAQ page, which outlines the degrees that will automatically convert to the BS, those that require additional coursework, new degree offerings and how current students can explore their options.

Learn more about new Bachelor of Science degree options

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Degree options will give students broader opportunities to tailor their academic experiences and prepare for evolving careers in science, research and technology.

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New learning center more than just a place to study math

Rachel Sauer — Mon, 20 Oct 2025 21:30:48 +0000

New learning center more than just a place to study math Rachel Sauer Mon, 10/20/2025 - 15:30

Rachel Sauer

The Applied Mathematics Community and Learning Center, opened last month after a summer-long renovation, invites students to collaborate, hang out and learn

In one corner of the common room, Ben Sewald is writing an equation on a whiteboard. A first-year �Թ�� of Colorado Boulder student, he’s still deciding whether to major in aerospace engineering or applied mathematics but knows one thing for sure: Discrete math is his favorite class.

“The whole time before this, I’ve been learning math, but in this class it’s about how we can prove that these things are true,” he explains as he writes.

Ben Sewald, a first-year CU Boulder student, writes an equation for his discrete math class in the Applied Mathematics Community and Learning Center. (Photo: Rachel Sauer)

Not far from him, but on a different whiteboard, Atticus Fretz, a sophomore studying environmental engineering, is tutoring two Calculus I students, pointing with a blue marker to explain each part of the equation as he writes it.

And through the rest of the common area—and in the three classrooms arrayed from it—the hum of applied mathematics hovers around students solo studying or clustered in groups; around tutors explaining the finer points of differential equations, algorithms and data structures and every level of calculus; and around faculty members expanding on what they taught in class—but from the comfort of a lounge chair.

It’s the middle of a Thursday afternoon, and the Applied Mathematics Community and Learning Center (CALC) is hopping.

Opened last month after a summer-long, $1.7 million renovation of a section of a classroom wing in the �Թ�� of Colorado Boulder Engineering Center, CALC is designed to be “a warm, inviting space for undergraduate students, especially engineering calculus students, to learn, hang out and work on their coursework,” explains Mark Hoefer, professor and department chair of applied mathematics.

The space, in ECCR 252, formerly was a computer lab, “but it wasn’t heavily used,” says Silva Chang, a full teaching professor of applied mathematics. “So, we started talking about creating a comfortable, welcoming place where students could feel at home and hang out with their friends while they study and learn.”

When it was a little-used computer lab, the space was darker and not especially comfortable, so the renovation included jackhammering through concrete walls and replacing them with glass to allow in natural light, painting the walls in lighter colors, replacing carpeting and lighting and arranging comfortable chairs and benches around the space.

“We want this to be a space that supports collaboration,” Chang says.

CALC will become a home to all-day drop-in office hours with faculty members and teaching assistants; tutoring with applied mathematics-trained tutors; small, learning assistant–led study groups; workshops on study strategies; and proactive student outreach, Hoefer says. Further, faculty and staff will continually work with students to assess how they’re using the space and what would improve or enhance their experiences in it.

“I think people are slowly discovering this space,” Silva says, gesturing to students grouped around tables and in comfortable chairs or writing on whiteboards. “It’s especially important for first-year students to have a place where they can find mentors and connect with classmates; those things are so important for student retention, so they can feel that this is a place where they belong.”

For Maxwell Minson, a first-year student studying bioengineering and, on this particular afternoon, writing Calculus 3 equations on a whiteboard, CALC is a place where “I feel really comfortable,” he says. “I’m here all the time.”

Atticus Fretz (kneeling, wearing purple hoodie), a sophomore majoring in environmental engineering, tutors Calculus 1 in the Applied Mathematics Community and Learning Center. (Photo: Rachel Sauer)

The Applied Mathematics Community and Learning Center offers drop-in hours with faculty members and teaching assistants as well as tutoring with applied mathematics-trained tutors. (Photo: Rachel Sauer)

Renovation of a little-used computer lab in the CU Boulder Engineering Center included replacing concrete walls with glass ones to let in more light, including one etched with the Department of Applied Mathematics logo. (Photo: Rachel Sauer)

Elizabeth Wallis McGuire (crouched, pointing at whiteboard), a junior studying electrical and computer engineering, tutors Calculus 1 in the Applied Mathematics Community and Learning Center. (Photo: Rachel Sauer)

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The Applied Mathematics Community and Learning Center, opened last month after a summer-long renovation, invites students to collaborate, hang out and learn.

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Lights! Camera! Action! Cherry Yogurt!

Rachel Sauer — Mon, 06 Oct 2025 23:04:09 +0000

Lights! Camera! Action! Cherry Yogurt! Rachel Sauer Mon, 10/06/2025 - 17:04

Bradley Worrell

Aspiring filmmaker and CU Boulder senior Francesca Hiatt’s short film, Cherry Yogurt, relies on subtlety to touch on grief and support, viewed through children’s eyes

Sitting alone on a wooden pew in a quiet church, a 7-year-old boy stirs cherry yogurt in a cup with his spoon. He seems distraught.

Entering the ornate church, a young girl approaches the boy. She asks if he has been crying. He tells her he has a headache, and he points to a pill mixed in the yogurt that he says is for the pain.

Nearby, behind closed doors, adult voices murmur. At one point, a woman can be heard crying softly.

Francesca Hiatt, a CU Boulder film major, received an Office of Public and Community-Engaged Scholarship (PACES) Tier 1 micro grant to make her short film, Cherry Yogurt, which began as an assignment in a screenwriting class.

The scene marks the opening of Cherry Yogurt, a short film written, directed and produced by Francesca Hiatt, a �Թ�� of Colorado Boulder film major. With her short film, Hiatt didn’t set out to create a neatly packaged story. Instead, in just less than seven minutes, she constructed what might be considered an emotional memory, loosely defined and quietly observed.

The idea: kids watching the world

Hiatt began Cherry Yogurt as a script for a screenwriting class in November. However, the kernel of the idea had been forming long before that.

“I like to write films about adult themes put into children’s perspective,” she says. “I work with kids a lot, and I’m the oldest sibling of four. Just seeing what adult scenarios look like through their eyes always intrigued me, so that’s typically what I write about.”

That approach became the foundation for Cherry Yogurt. In the film, the adult world remains mostly off-screen. It’s hinted at—through murmured conversations off camera. The children in the film aren’t unaware, but they don’t fully comprehend, either. That gap in understanding is central to the short film, Hiatt says.

“Subtlety is really important in this piece. Any time you’re writing from the personal perspective of children, you paint the world how they view it,” she explains.

One thing that is clear to the boy and girl is how slowed down time feels as they wait for the adults to emerge from behind closed doors, as children and adults experience time differently, Hiatt notes.

“Maybe it’s only an hour long, but if you’re a child kept waiting it feels like it’s four hours long,” she says.

Making the film was a family affair

As intimate as the short film’s story is, the production of Cherry Yogurt was even more so. Hiatt cast her younger brother, Victor, in the lead role. Her mother, an actress, also played a part, as did her father, despite not being an actor.

“My whole family are actors. My dad is not an actor—but I made him do it anyway,” she says with a laugh. “It was a family effort for sure.”

Get your spoon and enjoy some Cherry Yogurt.

Watch Cherry Yogurt

In that respect, making the short film felt very familiar, as Hiatt previously directed her siblings in several short homemade movies.

“Back in the COVID days, I was making movies with my siblings in our basement. Honestly, they were not great, but they were very funny to me and I learned a lot from making them,” she says. Later, at CU Boulder, Hiatt participated in a number of student filmmaking projects, some of which she had a supporting role in and some that she spearheaded.

“I had previously done a couple of other films at CU Boulder, but Cherry Yogurt was the first film that I made from inception and writing the script all of the way to completion,” she says.

Filming took place over one hectic day, following a prep day that involved doing camera tests for lighting at the ornate Denver church. “It was insane. We only had eight hours to shoot because of a time limit on making use of the location, so we had to just get one solid take and move on,” Hiatt explains.

Despite the rush, Hiatt says the results were effective. She credits her cast—especially the two child actors—for bringing an authentic spirit to the film.

Student filmmaker Francesca Hiatt cast her younger brother, Victor (seated, wearing red hoodie), in the lead role of her short film Cherry Yogurt, which she filmed in one hectic day at a Denver church. (Photo: Francesca Hiatt)

“Flubbing a line is a totally different universe when they’re 7 years old and just laughing,” she says, explaining that laughter and innocence are exactly the point.

The crew and the gear came together

While the film’s cast was largely made up of family members, the crew came from Hiatt’s close circle of collaborators at CU Boulder.

“It’s a group of four of us,” she says, referring to her fellow film students. “We’ve worked on every single one of each other’s films since the first day.”

Hiatt also tapped into Denver’s professional film community, recruiting a professional director of photography with whom she had previously worked. In turn, he brought a few seasoned crew members to elevate the film’s production value, she says.

All of this was made possible by a CU Boulder Office of Public and Community-Engaged Scholarship (PACES) Tier 1 micro grant for $2,000. The funding was awarded to Hiatt’s Action! Film Club, which she created to provide middle school students opportunities to be part of film projects.

“The grant was huge,” Hiatt says. “I honestly don’t think the film would have been made without it.”

The PACES funding covered the location fee, catering for a 20-person shoot and, crucially, a rented gimbal—a stabilizing camera rig that made handheld shots smoother and more professional looking. The grant funding also paid for all of the costumes and props.

The cherry yogurt of it all

The film’s title, Cherry Yogurt, seems whimsical—almost trivial—at first glance. That, too, was intentional.

“It was something youthful and it was a symbolic item throughout the film,” Hiatt says. “You hear ‘cherry yogurt’ and you think of something bright, but it doesn’t hint at how heavy the other parts of the theme are.”

Francesca Hiatt credits her cast—especially the two child actors (above, in a scene from the film)—for bringing an authentic spirit to the film. (Photo: Francesca Hiatt)

Some scenes leave questions unanswered. Is the boy distraught solely because of a headache or are there other reasons? Is the pill in the yogurt simply intended for pain relief or possibly for something else? In a later scene, the girl, wearing several friendship bracelets, gives one to the boy, saying they offer protection. But protection from what, exactly?

Hiatt kept those elements intentionally ambiguous.

As for what the adults are meeting about behind closed doors, Hiatt says she originally specified in the script that they were attending an Alcoholics Anonymous meeting. In the final version of the film, the nature of the meeting is left unspecified, but Hiatt says it is made clear through the hushed tones of the adults that it’s something serious.

Post-production offers time for reflection

Final editing of the film wrapped in August, more than a year after Hiatt first wrote the script.

“It’s crazy how long it takes to make even a short film,” she says. “After finding the (PACES) grant funding, I started all of the pre-production work, which includes establishing the timelines, location scouting, producer work, getting a crew together and securing the cast. It takes a lot of planning and a lot of work getting people to respond, and I was doing all of this on top of being a full-time student and working full-time, so it was definitely a big project.”

Even during post-production, Hiatt says she kept learning.

“I look back and think, ‘Wow, I already know so much more now than when I shot this,’” she says. “I’m lucky to have opportunities to learn quickly and it’s hard for my art to keep up with how much I learn—even on a daily basis.”

Hiatt recently screened Cherry Yogurt for cast and crew members. Meanwhile, she has submitted the short to a handful of film festivals in hopes of attracting a larger audience for the production. The short film can be viewed here.

Exit, stage left

Hiatt is graduating a year early and will walk with the class of 2026 in May. She has worked with several Denver and Boulder film production companies already and sees herself continuing freelance video work while aiming for her long-term goal: destination Los Angeles.

However, Hollywood is just one possible path to what is most important to Hiatt: “The big goal for me is to get a job that I’m passionate about—something that makes me happy, drives me creatively and where I can make money. Something that makes me excited to go to work every day.”

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Aspiring filmmaker and CU Boulder senior Francesca Hiatt’s short film, Cherry Yogurt, relies on subtlety to touch on grief and support, viewed through children’s eyes.

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'Your love will be your legacy'

Rachel Sauer — Wed, 23 Jul 2025 13:30:00 +0000

'Your love will be your legacy' Rachel Sauer Wed, 07/23/2025 - 07:30

Sarah Kuta

Losing her father to pancreatic cancer inspired CU Boulder undergraduate Giovanna Ruffolo to raise money for cancer research and pursue a career in medicine

Giovanna Ruffolo was a senior in high school when her dad died of pancreatic cancer.

While other students were looking forward to prom and graduation, Ruffolo was navigating a web of tangled emotions—shock, disbelief, sadness, anger, uncertainty.

“Losing a parent is probably the most intense pain someone can feel in their entire life,” she says. “It’s a terrible, terrible pain.”

Giovanna Ruffolo (second from right) with her brothers Leo (left, a 2024 CU Boulder graduate) and Joey (second from left, a CU Denver student) and their mom, Rosanna. (Photo: Giovanna Ruffolo)

Mostly, though, she just felt numb. Heading off to college so soon after her father’s death was the last thing she wanted to do. But she knew education was important to her dad, so she pushed through the pain and enrolled at CU Boulder.

Now a senior studying integrative physiology and psychology, Ruffolo is preparing for a career in medicine so that, someday, she can help support families just like hers. She hopes to work in pediatric oncology, providing compassionate care to children who are fighting cancer.

As a Buff, Ruffolo is also honoring her father’s legacy by raising money and awareness for cancer prevention research, an initiative she started just after her father got his diagnosis.

“I just want people to know they have a support system and a network that hates cancer as much as they do—that they’re not alone,” she says.

Helping others

Life was rolling along for the Ruffolo family when they got the news that would change their lives forever. In 2017, their beloved patriarch, John Ruffolo, was diagnosed with pancreatic cancer, a disease that is often fatal.

“It hit us like a bus,” says Ruffolo.

Pancreatic cancer is the third-leading cause of cancer-related deaths in the United States, according to the National Institutes of Health. Between 2015 and 2021, the five-year survival rate was just 13.3 percent—much lower than other types of cancer. In 2025, the American Cancer Society estimates 67,440 people will be diagnosed with pancreatic cancer and 51,980 people will die from the disease.

“It’s the cancer that really gives cancer its bad name,” Ruffolo says.

Prospect Ridge Academy High School Students participate in a cancer fundraiser organized by Giovanna Ruffolo in 2019. (Photo: Giovanna Ruffolo)

Ruffolo was just 14 at the time, but she felt compelled to take action. As a sophomore at Prospect Ridge Academy High School, she created TeamRuffolo, a student-led initiative to raise money and awareness for cancer research.

In November 2018, her school hosted a “Purple Out”—a one-day event in which students were encouraged to wear purple to show their support for the cancer community and donate whatever they could toward prevention research. Students, teachers and administrators raised more than $1,000 for the American Cancer Society that day, and Ruffolo went home feeling inspired and hopeful.

She organized similar fundraisers at her high school in 2019 and 2020 (though the initiative had to go virtual because of the COVID-19 pandemic).

“It was such a wonderful feeling,” she says. “A lot of these people didn’t even know my dad, but they were still so supportive. Seeing people come together not only for him, but just to say, ‘You’re not alone,’ was tremendous for all of us.”

Balancing act

Meanwhile, despite undergoing various treatments and surgeries, her father’s cancer continued to progress. Four years after his diagnosis, he succumbed to the disease in January 2021 at the �Թ�� of Colorado Anschutz Medical Center.

Ruffolo was utterly devastated, but she knew she had to finish high school and get a college degree for her dad. And, wherever she ended up next, she wanted to continue her awareness-raising and fundraising events to support other cancer patients and their families.

CU Boulder participants run in the Stronger Together Annual 5K at CU in 2024, the event's most successful year. (Photo: Giovanna Ruffolo)

At CU Boulder, Ruffolo has thrown herself into her studies, with an ultimate goal of working in the medical field. From her father’s experience, Ruffolo learned first-hand that cancer affects more than just the body—it also influences a patient’s mind, spirit and emotions. With that in mind, she’s majoring in integrative physiology and psychology to create her own pre-health pathway.

“My father had trouble grasping being diagnosed with a terminal disease, as anyone rightfully would,” she says. “I want to understand people’s behaviors and thoughts better, so that when someone is going through a hardship, I can better support them.”

To further build her skill set, Ruffolo also completed CU’s emergency medical technician (EMT) program, an online, non-credit specialization that prepares students for national registry testing. She has also worked as a research assistant at CU Boulder and Children's Hospital Colorado.

In addition, Ruffolo has taken on a leadership role with the CU Boulder chapter of the American Medical Student Association, spending three years on the executive board before being elected president for the 2025-26 school year. Through the student group, Ruffolo has carried on her TeamRuffolo efforts—now called Stronger Together—by organizing 5-kilometer run/walk events to raise money for the American Cancer Society.

She is also a journey leader with New Student & Family Programs, where she helps incoming freshmen navigate the CU Boulder experience. Balancing her studies with her extracurricular activities—while also supporting her family and honoring her father’s legacy—has been challenging. But, for Ruffolo, it all comes back to staying true to herself.

“Pretty much my tippy-top value is helping others,” she says.

In class, Ruffolo has never been afraid to ask questions and speak up—even when that means talking about her father’s death in a large lecture hall full of hundreds of students. Jennifer Stratford, a CU Boulder teaching associate professor of psychology and neuroscience, says Ruffolo’s willingness to be vulnerable has opened the door for other students to share their experiences.

John Ruffolo died from pancreatic cancer in 2021. (Photo: Giovanna Ruffolo)

“She just kind of became an ambassador and a face for students who have lost parents,” says Stratford. “I’ve had a lot of feedback from students about how much they appreciated her bravery and how much they identified with some of the struggles she’d been through. It’s a once-in-a-decade or once-in-a-lifetime experience to see a single student have an impact on so many of her classmates.”

‘Your love will be your legacy’

Since high school, Ruffolo estimates she’s helped raise more than $20,000 for the American Cancer Society. And she’s not done yet. She hopes the CU Boulder AMSA chapter will continue organizing the 5K run/walk fundraisers, and that she’ll be able to host similar events during the next phase of her educational journey.

For now, Ruffolo is focused on finishing up her studies so she can graduate in the spring of 2026. From there, she hopes to continue her education in the medical field, likely as a doctor or physician assistant specializing in pediatric oncology.

“I really want to serve that specific community,” she says. “You’re treating little people who have lots of emotions and a little body. They get very scared easily. You really have to be empathetic and treat them and their families with kindness. I love the idea of sitting down with people, holding their hands, talking to them—not just giving them a death sentence, walking out the door and saying, ‘Best of luck.’”

That approach stems directly from her father’s experiences. As he neared the end of his life, Ruffolo remembers him breaking down and talking about how scared he was. She hopes to be the kind of practitioner who will help people like her dad move forward through their pain and fear, while also treating their underlying illness.

“Your love will be your legacy,” she says. “In a world where there’s no cure for cancer, investing your time in others is the only way you can live forever. And loving other people—giving them kindness and empathy—is one of the best ways to help fight any disease.”

Losing her father to pancreatic cancer inspired CU Boulder undergraduate Giovanna Ruffolo to raise money for cancer research and pursue a career in medicine.

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Top image: Giovanna Ruffolo (right) and her late father, John, representing Colorado cancer patients and survivors at Mile High Stadium at an event sponsored by the American Cancer Society in 2019. (Photo: Giovanna Ruffolo)

From war zones to new worldviews

Rachel Sauer — Thu, 17 Jul 2025 13:30:00 +0000

From war zones to new worldviews Rachel Sauer Thu, 07/17/2025 - 07:30

Cody DeBos

After two combat deployments in Afghanistan, undergraduate Benjamin Blume is eager to share is unconventional educational path with fellow veterans

When Benjamin Blume talks about hiking through the Swiss Alps or photographing the stars above the Australian Outback, he does so with the same clarity he once brought to combat patrols in Afghanistan.

It wasn’t long ago that Blume, now a double major in astronomy and photography at CU Boulder, was in a very different place.

While studying abroad may not seem like an obvious next step for military veterans, Benjamin Blume (here at Stonehenge in England) is adamant that it should be. (Photo: Benjamin Blume)

“I had two combat deployments to Afghanistan that were long and stressful,” says Blume, who served in the U.S. Army from 2010 to 2016. “But the friends and (almost all) the experiences I got out of it, I wouldn’t trade for anything.”

Blume grew up in West Houston before being stationed at Fort Carson upon joining the Army. After leaving the service, he came to CU Boulder in 2022 seeking both a new academic challenge and a return to the Rockies.

Inspired by Star Trek: The New Generation and Neil deGrasse Tyson’s StarTalk podcast, Blume found himself drawn to astronomy.

But photography, an integral part of his journey while participating in seven study-abroad programs and getting passport stamps from 30 countries, led him to add a second major in art.

Blume’s path is unconventional, but he’s eager to share it with fellow veterans.

A shift in perspective

Blume’s first study-abroad experience came in 2016 while studying international business. When given an opportunity to join a month-long, intensive German language course in Leipzig, he jumped at the chance.

“I had only been out of the Army less than a year before my first two trips abroad, and wow did my view of the world change,” Blume says.

After years in the military, Blume says his worldview had narrowed. Deployments and Army training had conditioned him to be guarded and wary in unfamiliar environments. While these traits served him in uniform, they became barriers as he transitioned back into civilian life.

After years in the military, Benjamin Blume says his worldview had narrowed. Deployments and Army training had conditioned him to be guarded and wary in unfamiliar environments. (Photo: Benjamin Blume)

“It took me a few weeks being in another country to truly start breaking out of this thick shell I had been in for so long,” Blume says. “But once I started getting out of this mindset, I was able to truly see the world in a different light.”

From that moment on, Blume didn’t look back.

He enrolled in study-abroad programs in Australia, Switzerland, Japan, Germany, the UAE and New Zealand. Some opportunities came through his university, others entirely from his own initiative.

Blume immersed himself in local cultures, connected with fellow students from around the world, and found solace in outdoor adventure.

“I try to do things that (my younger brother and the friends I’ve lost) would have enjoyed,” he says. “Doing this helps keep me connected to their memory and also process the losses.”

Hiking the Swiss Alps, photographing historical landmarks, eating camel burgers and even tubing down an underground river lined with glowworms in New Zealand became part of Blume’s new chapter.

A message to other veterans: Just go

While studying abroad may not seem like an obvious next step for military veterans, Blume is adamant that it should be.

He says, “Many veterans have a hard time breaking out of a certain military mindset or lifestyle where that is their sole identity. This makes it really hard to open up to new things, people and cultures.”

Blume credits his upbringing for his own open-mindedness but says many veterans could benefit from the opportunity to step outside their comfort zone.

Benjamin Blume's many study abroad experiences have included New Zealand and a visit to the Shire. (Photo: Benjamin Blume)

“When we go abroad in any capacity, we should go with an open mind and try to learn, connect and understand other people without judgment or feeling like we are better than them just because of military service,” he says.

One of his favorite talking points when speaking to other veterans? The GI Bill.

“There are currently 83 countries that have schools that take the GI Bill,” Blume says. “Almost all schools have a study abroad office that is a wealth of knowledge and support.”

“Filling out a few applications, renewing your passport and buying a flight are well worth the fully funded education and adventure of studying abroad,” he says. “It’s one heck of an opportunity for veterans to explore the world after serving their country.”

‘You never know until you try’

At CU Boulder, Blume is one of just a few veterans in his science and art classes. Though the coursework is rigorous, he says he’s found his passion and a sense of belonging.

He also uses his rich life experiences to empower those around him.

“I feel like having the life/world experiences I’ve had and being older gives me an opportunity to mentor others. I try to be one of the hardest workers and set an example for younger students,” Blume says.

He’s also grateful for CU Boulder’s Veterans Bridge Program and the campus Study Abroad Office, both of which he credits with making his latest academic journey possible. “The CU Boulder Study Abroad Office is the perfect place to start and get the ball rolling,” he says.

When he’s not focused on combining his love for science and art into a future that includes astrophotography and even more travel, Blume continues to be a passionate advocate for study abroad—particularly for his fellow veterans.

“Joining the military isn’t for everyone, but after getting out as a veteran, why not continue seeing the world? Even if you aren’t going to school, travel is its own adventure and has opened my mind to everything there is to see and do,” Blume says.

“Oh, and it’s even better when it’s pretty much all paid for,” he adds with a smile.

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After two combat deployments in Afghanistan, undergraduate Benjamin Blume is eager to share is unconventional educational path with fellow veterans.

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Students are shaping (and leading) CU’s climate response

Rachel Sauer — Tue, 27 May 2025 18:12:47 +0000

Students are shaping (and leading) CU’s climate response Rachel Sauer Tue, 05/27/2025 - 12:12

Cody DeBos

Fueled by a passion for climate justice and a commitment to student involvement in the university’s future, interdisciplinary graduate student team designs and teaches undergrad course on climate action planning

As the �Թ�� of Colorado Boulder continues to advance its Climate Action Plan (CAP), an interdisciplinary group of graduate students has championed a new way to involve students in shaping a more sustainable future.

Initially, the CU steering committee creating the CAP did not involve students. In response to the exclusion of student voices, a group of graduate students began work to give students a seat at the table and engage the undergraduate community in CU’s climate-planning work. First, the group launched a petition calling for student participation in the drafting of the CAP. Then the group helped pass a resolution through student government to grant student seats on the committee implementing the CAP in the future.

“Students have always been key drivers of sustainability and climate action on campuses across the U.S., including at CU Boulder,” the team says. “As young people, our futures are jeopardized by the climate crisis, so we have a collective stake in rapidly reducing our greenhouse gas emissions.”

The graduate students and faculty who co-designed and now teach an undergraduate course on climate-action planning include (left to right) Brigid Mark, Nadav Orian Peer, Jonah Shaw, Sean Benjamin, Mariah Bowman and Sara Fleming.

But the group didn’t stop there. Fueled by a shared passion for climate mitigation and the belief that students should help shape the university’s future, the group of five graduate students from four different departments spent hundreds of hours co-designing and now teaching an undergraduate course on climate-action planning.

The course gives undergrads hands-on experience with CU’s campus emissions data, collaboration opportunities with university stakeholders and a chance to develop sustainability strategies that could be implemented campuswide.

Their efforts recently earned the group CU Boulder’s 2025 Campus Sustainability Award for Student Leadership. The group also won a $5,000 scholarship from the women-led nonprofit Zonta Foothills Foundation, in recognition for their groundbreaking work in climate education and advocacy. The CU School of Engineering, following advocacy from generous faculty members David Paradis and Carol Cogswell, was also gracious enough to provide funding for their work.

A more engaging climate classroom

The group of graduate instructors brings an interdisciplinary approach and myriad perspectives to the classroom.

The teaching team includes Mariah Bowman (law), Sara Fleming (geography), Sean Benjamin (mechanical engineering), Brigid Mark (sociology) and Jonah Shaw (atmospheric and oceanic sciences). Each has worked to tackle climate-related issues through the lens of their expertise, from Indigenous environmental justice to climate-change modeling.

The team’s diverse makeup is reflected in the design of their course and has fueled their success. But the road to this point hasn’t been easy.

“This is a labor of love,” the team says. “We are doing this because we care. Funding and the time required have been challenges.”

Before the course launched, each graduate instructor spent many unpaid hours creating the syllabus, listing the course and building campus partnerships to access emissions data. During the semester, they spend many hours a week on teaching responsibilities that come in addition to their regular duties.

Financial support from the School of Engineering and the Zonta Foothills award has helped, but long term, the team hopes to see the course institutionalized and funded.

The team says, “Institutionalizing the course so that it runs each year and guaranteeing funding for instructors and teaching assistants would ensure the longevity and sustainability of this course. It would ensure continued involvement of students in the Climate Action Plan, and a more robust, actionable plan.”

An interdisciplinary group of graduate students (holding plaques) who worked work to give students a seat at the table and engage the undergraduate community in CU’s climate-planning work received CU Boulder’s 2025 Campus Sustainability Award for Student Leadership.

Hands-on climate action

From the start, the group has viewed student involvement as essential, not symbolic.

At the start of the semester, students gain foundational knowledge on topics like climate justice, global carbon budgets and emissions accounting. From there, they split into teams to tackle different emissions categories on campus: commuting, waste, business travel and student/parent flights.

“Students work in four teams, each focused on a different category of campus emissions. They’re developing strategies to reduce emissions for their category, adding depth and student perspective to the high-level strategy suggestions in the CAP,” the instructors say.

Guest speakers, including administrators and national experts, round out the curriculum. Students have heard from Stanford �Թ��’s sustainability team and CU Boulder faculty like Professor Karen Bailey (environmental studies) and Professor Nadav Orian Peer (law). They also meet with stakeholders across campus to refine their proposals.

The team believes this approach is the best way to facilitate opportunities to create actionable, equity-centered climate strategies grounded in real data.

“Involving students in climate initiatives enables them to apply knowledge about climate change to their own institution, experience they will carry to become leaders in climate action in their future workplaces and communities,” says Mark.

The results are already visible on campus.

One student team is working with CU’s transportation specialist to revise the campus commuting survey. Another is working on a survey for better tracking of student and parent air travel. Others are collaborating with dining services and facilities to reduce waste and consulting with faculty to provide more accurate emissions calculations of flights taken by faculty and staff.

“Students often learn about the gravity of climate change without learning about solutions, which can be quite depressing,” says Mark.

An interdisciplinary team of graduate students teaches the climate-action planning course for undergraduate students.

“Involving students in climate-action planning and implementation can combat feelings of hopelessness and enable participation in creating real change.”

Impact on both sides

This student-led course has already sparked engagement on both sides of the classroom. One undergraduate took the initiative to launch a campus club to raise awareness about the CAP. Others hope to join implementation committees or pursue careers in sustainability.

“To me, this demonstrates that students are hungry for interdisciplinary courses that enable them to apply their skills and creativity to issues on campus and engage with solutions to the climate crisis,” Fleming says.

For Bowman, the most rewarding part of the experience is the students themselves. “They are passionate, knowledgeable, interested, hardworking and fun to be around! It has been deeply meaningful to get to train them on something I care so much about, and have them care about it in return,” she says.

And for Fleming, designing and teaching the course has also given her much. She adds, “Team teaching is so much fun, and I’ve learned so much from each of my teammates on both content and pedagogical skills.”

As for the future, the graduate instructors each plan to continue fighting for climate action in their respective fields, using their knowledge and experience to make a difference on campus, in state government and in the community.

They also hope CU continues what they started so future students can participate in a course that gives them a voice in the climate conversation through data, creativity and real-world collaboration.

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When the homework is happiness

Rachel Sauer — Fri, 09 May 2025 13:30:00 +0000

When the homework is happiness Rachel Sauer Fri, 05/09/2025 - 07:30

Clint Talbott

June Gruber’s Science of Happiness course doesn’t map the way to unmitigated joy; on the contrary, the science of emotional wellness is more nuanced, and her students are sharing this message outside the classroom

The Declaration of Independence famously extols the “pursuit of happiness.” But what, exactly, is happiness, and how should one pursue it? Also, should we even view it as something to be pursued?

Those questions underlie countless magazine articles, TV documentaries and self-help courses. More rigorously, they’re the focus of a popular Science of Happiness course taught by June Gruber, a professor of psychology at the �Թ�� of Colorado Boulder.

Gruber’s course does not unfold a map to unmitigated delight. Rather, Gruber’s course pores over the developing research—some of it Gruber’s own—that reveals a more nuanced view and even a “dark side to happiness.” The course also asks students to summarize and share the science of happiness for “outreach” to general audiences.

June Gruber (front row left, checked blazer) and her Science of Happiness students pause for a class photo on the last day of the semester. (Photo: June Gruber)

As Gruber has shown in her peer-reviewed research, a TEDx talk and this CU Boulder course, it is not that happiness is bad. Rather, evidence suggests that happiness is one of several human emotions to which people should be open, and excesses of apparent happiness can signal problems such as mania (or bipolar disorder), excessive spending, problem gambling or high-risk sexual encounters.

Perhaps counterintuitively, Gruber cites a growing body of evidence that the act of pursuing happiness can leave the pursuers, paradoxically, less happy. They report being less able to be emotionally present in moments that could be happy, and they are more likely to experience mood difficulties and anxiety. That’s one “dark side” of happiness.

New evidence for old advice

As it happens, modern science reflects ancient wisdom. In the final class of her spring 2025 semester, Gruber showed her class a quotation from the Rev. Dr. Martin Luther King Jr., who said, “Those who are not looking for happiness are the most likely to find it, because those who are searching forget that the surest way to be happy is to seek happiness for others.”

The English philosopher John Stuart Mill, whom Gruber quotes, said, “Those only are happy who have their minds fixed on some object other than their own happiness: on the happiness of others, on the improvement of mankind, even on some art or pursuit, followed not as a means, but as itself an ideal end. Aiming thus at something else, they find happiness by the way.”

And that “pursuit of happiness” phrase from the Declaration of Independence was lifted from the philosopher John Locke, who said the “highest perfection of intellectual nature lies in a careful and constant pursuit of true and solid happiness; so the care of ourselves, that we mistake not imaginary for real happiness, is the necessary foundation of our liberty.”

Locke himself was influenced by Aristotle and Epicurus, who viewed happiness as a laudable goal but who defined happiness as leading a purposeful and contemplative life. Happiness, Aristotle said, “is the meaning and the purpose of life, the whole aim and end of human existence.”

Gruber discusses this older concept of happiness, sometimes called eudaimonic wellbeing, vs. hedonic wellbeing. Unlike purposeful and meaningful experiences, hedonic pleasures, which tend to be those people in Western societies equate with happiness, are peak experiences, like watching a stunning sunset or blissing out to the “Ode to Joy.”

Putting lessons into practice

In addition to reviewing researchers’ findings and ruminating on ancient wisdom, students in the Science of Happiness course (PSYC 4541) complete weekly “science-to-life” exercises, which apply the theories and practices learned in class to everyday existence.

For instance, students kept gratitude journals, performed random acts of kindness and completed the UPenn Authentic Happiness Inventory. Students also took “awe walks,” in which they visited novel, physically vast spaces and observed their surroundings mindfully.

Beyond the exercises and coursework, the students also have done outreach projects, the goal of which is to share the science of happiness outside the classroom and in the broader community.

One student, Franco Devecchi, produced a flyer highlighting research on the potential benefits of music therapy for those with autism. The flyer cites studies showing evidence that music therapy can strengthen autistic individuals’ sense of well-being, helping them feel more confident, accommodated and socially acceptable.

Devecchi conversed with people in campus buildings in which he distributed the flyers. In one case, Devecchi spoke with another person with autism, recalling, “We bonded over how developmentally important music was for us growing up and discussed the gap in research when it comes to autistic adults!”

Another student, Indiana Wagner, completed an outreach project on the intersection of awe, psychedelics and well-being. Wagner made a presentation to Naropa �Թ��’s Intro to Psychedelics Studies course.

Wagner noted that the transformational mechanisms of awe (which can foster happiness) “have a lot of crossover with the transformational mechanisms of the psychedelic experience.”

Wagner added, “Both awe-inducing experiences and psychedelic experiences have the ability to create a sense of ‘mystical experience,’ which can be followed by these transformations; there's a lot of interesting literature, particularly within Johns Hopkins �Թ��, on the mystical experience from psilocybin being associated with positive changes.”

Wagner said many of the Naropa students seemed very interested after the presentation and asked questions relating to the subject of awe, how to incorporate it, practice it and Wagner’s own experiences with it.

And student Kate Timothy produced an outreach project on the relationship between sleep, happiness and well-being. Timothy, who completed an honors thesis about sleep disruptions and their effect on Alzheimer’s biomarkers, wanted to further understand how sleep affects well-being and share that knowledge with others.

She developed a trivia event for college students in which the questions focused on how to improve sleep and thus happiness. Timothy is a dormitory worker, and her audience was the dormitory population. “I just asked students as they went by some trivia questions and also passed out some chocolate prizes,” she said. “It was a fun and easy way to get important information about sleep to my peers!”

Gruber has been recognized for her teaching. She is a President’s Teaching Scholar, has won the Boulder Faculty Assembly Teaching Excellence Award, the UROP Outstanding Mentor Award and the Cogswell Award for Inspirational Instruction. The last award is named for and funded by Craig Cogswell, a three-time alumnus of CU Boulder, who says Gruber is an “amazing educator and teacher.”

Gruber also has developed a free online Coursera #TalkMentalIllness course to tackle stigma and mental health and has written articles for Teaching Current Directions in Psychological Science about the importance of teaching students about the positive side of psychological disorders. She also shares career and professional advice for students in Science Careers. She is currently co-authoring a textbook on the science of happiness with Dacher Keltner and colleagues at the Greater Good Science Center at UC Berkeley.

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Four Buffalo Bicycle Classic scholars earn Latin honors

Rachel Sauer — Wed, 07 May 2025 19:09:21 +0000

Four Buffalo Bicycle Classic scholars earn Latin honors Rachel Sauer Wed, 05/07/2025 - 13:09

Beneficiaries of the annual scholarship ride win high praise from faculty, set their sights on next academic ventures

The Buffalo Bicycle Classic boasts that it helps promising young scholars, which it identifies as “some of Colorado’s brightest.” Four of its beneficiaries have emphatically underscored that point, winning top honors while conducting novel research on Alzheimer’s, breast cancer and the Russia-Ukraine war.

Four recipients of the �Թ�� of Colorado Boulder Buff Bike Classic scholarships are graduating this month with Latin honors, and one of those four has earned two summa cum laude distinctions.

Danya Al Nazal is graduating in neuroscience summa cum laude.

The Buffalo Bicycle Classic, which refers to itself the BBC and is not to be confused with the British broadcaster, is a multi-distance bicycle fundraiser for scholarships in the College of Arts and Sciences.

Paul Beale, CU Boulder physics professor and the BBC’s faculty director, said the BBC’s team is “ecstatic that four of our graduating seniors earned Latin honors this year, including a rare double summa cum laude by Danya Al Nazal.”

He noted that the BBC partners with the Arts and Sciences Honors Program to select incoming first-year scholars. “That fact that nearly half of our graduating scholars completed honors research projects and successfully wrote and defended honors theses demonstrates the dedication and academic excellence of the students supported by the Buffalo Bicycle Classic Scholarship Fund,” Beale said.

The four BBC scholars earning Latin honors are:

Danya Al Nazal, who is graduating in neuroscience summa cum laude and whose honors thesis is titled “The Effect of Sleep Disruption on Subclinical Alzheimer’s Disease.” Al Nazal also earned summa cum laude honors for a second thesis, titled “Sheltered but Still at Risk: Addressing Tuberculosis Prevention, Mitigation, and Treatment in a Homeless Shelter.”
Kate Timothy, who is graduating with a degree in neuroscience summa cum laude and whose honors thesis is titled “Effects of Time-of-Day and Circadian Misalignment on Blood-based Alzheimer’s Biomarkers.”
Maria Smolyar, who is graduating with a degree in international affairs summa cum laude and whose honors thesis is titled “The Geopolitical Chessboard: The Russia-Ukraine War and the Logic and Consequences of Carrots and Sticks.”
Stephanie Araiza Acuna, who is graduating with a degree in integrative physiology magna cum laude and whose thesis is titled “The Effects of Zinc Availability on the Cell Cycle and Proliferation in MCF-7 and T-47D Breast Cancer Cells.”

Acuna explained that her research finds evidence that zinc deficiency reduces the proliferation of two lines of breast-cancer cells. Her findings provide the foundation for using zinc as a means of enhancing the efficacy of standard cancer treatments.

Kate Timothy is graduating with a degree in neuroscience summa cum laude.

Acuna began working in the lab of Amy Palmer, professor of biochemistry, last summer. There, she said she became interested in looking at the quiescence-proliferation decision in the cell cycle via fluorescent reporters in cells.

“After years of studying mitosis in textbooks, I found the images I took of MCF-7 (breast cancer cells) to be both scientifically fascinating and visually beautiful, with each phase of the cell cycle vividly displayed frame by frame,” Acuna said.

She added that she appreciates the faculty who supported her during her undergraduate work. “You made me see science not only as a discipline, but as beautifully intricate art,” she said, adding: “A huge thank you to the Buffalo Bike Classic. Your generosity to students makes research like mine possible. Your support fuels learning, exploration and meaningful scientific progress.”

Acuna plans to take a gap year after graduation to prepare for the medical school application cycle and hopes to earn a medical degree. She wants to become a cardiologist.

Smolyar noted that the Russia-Ukraine war is complicated. “I spent months researching, talking to my professors and my dad (who is from Ukraine), and I still barely scratched the surface of what there is to learn and know about the war.”

Smolyar said the war has undergone a “nuanced evolution” to get to the point it is today. “Currently, there needs to be changes in diplomatic dialogue at the government level if we want to see it end. And the rise of China and the alliance between Russia and China is scary for America.”

Smolyar’s parents are from Ukraine, and she has family in both Russia and Ukraine. Additionally, she noted, her interest in Russia began in high school when she wrote an essay on Lenin. That interest grew as she took Russian studies and Russian history classes in college.

Maria Smolyar is graduating with a degree in international affairs summa cum laude.

After graduation, Smolyar hopes to attend law school and/or pursue a PhD in political science, although she hasn’t decided yet.

Al Nazal said attending CU Boulder has allowed her to conduct research that directly pertained to her interests: Alzheimer’s disease and tuberculosis among unhoused people.

Al Nazal said the BBC scholarship gave her the ability to “take time off of work so I can focus on research, which ultimately lead to me being able to pursue two honors theses.”

She plans to take two gap years, during which she will focus on research and then apply to MD/PhD programs.

Timothy noted that her honors thesis found that potential blood biomarkers of Alzheimer's disease are affected by circadian misalignment and time-of-day. “This means that the protein is changing depending on if an individual is circadian misaligned (their behaviors such as eating and sleeping are out of alignment with their circadian rhythm) versus in circadian alignment and time-of-day at which the protein is assessed (drawn from the blood),” she said.

The overall implication is that future studies identifying a more robust blood biomarker for Alzheimer’s disease should account for time-of-day and circadian timing, she added.

After graduation, Timothy said she plans to attend graduate school to study clinical psychology with a focus on sleep. “This project allowed me to bridge my two interests while developing skills that are going to support me throughout my entire career. Additionally, Alzheimer’s disease and other neurodegenerative diseases are becoming an increasing concern for the aging population,” she said, adding:

“I am honored to have worked on a project that addresses the concern that we will all face one day.”

Stephanie Araiza Acuna is graduating with a degree in integrative physiology magna cum laude.

Timothy offered advice for current students: seize every opportunity. “This is your moment to make your mark and set yourself up for success in the long-term.” She also thanked the supporters of the Buffalo Bicycle Classic and all those who supported her at CU Boulder:

“I wish I could eloquently describe how significant that support has been for me. The journey to graduate as a first-generation college student is difficult, but my success here is made possible by the generosity of this community.”

The Elevations Credit Union Buffalo Bicycle Classic was founded in 2003 and, with contributions from volunteers, riders, sponsors and endowed funds, the event offers one-year scholarships of $4,000 to 30 students, renewable each year if they maintain full-time status and at least a 3.0 grade point average.

Additionally, endowed funds provide $10,000 annually to three junior or senior students in Arts & Sciences, also renewable under the same conditions. The BBC’s newest corporate sponsor, Zorbent, funds two additional $10,000 scholarships to top continuing BBC scholars.

The students served by the BBC are some of Colorado’s brightest, with each entering CU with over a 4.0 high school GPA.

“Our student scholars also demonstrate strong financial need, which makes this scholarship particularly important,” the BBC states. “Our scholarships for these promising students makes higher education attainable.”

Since 2003, the event has raised more than $3.9 million, funding more than 450 scholarships for high-achieving, financially needy Colorado high school graduates.

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Beneficiaries of the annual scholarship ride win high praise from faculty, set their sights on next academic ventures.

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