Outstanding Graduate

Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding

Ichigo Takikawa — Fri, 01 May 2026 20:43:27 +0000

Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding Ichigo Takikawa Fri, 05/01/2026 - 14:43

Before starting his PhD at CU Boulder, Kyle Kopsick taught social studies at a high school in Quito, Ecuador for roughly five years. This experience greatly impacted his life and guided him to further his learning by joining the doctoral program in educational foundations, policy and practice.

“I knew I wanted to draw from anthropology and philosophy to explore how international curricula and sociocultural differences shape pedagogy,” said Kopsick.

Kopsick’s dissertation, titled "Intercultural education (un)realized: How neoliberal and neocolonial pressures constrain educational purpose and practice,” builds upon a year-long ethnographic study in Costa Rica. His work explores how an international school there sought to educate across differences and build intercultural understanding using the International Baccalaureate curriculum. Based on classroom observations, teacher interviews and student focus groups, Kopsick’s study shows how global and local pressures to perform on exams and gain credentials often narrowed what teachers and students could meaningfully pursue.

Kopsick was awarded the 2023-24 Fulbright-Hays Doctoral Dissertation Research Abroad fellowship from the Department of Education to complete this work and received the CU Boulder School of Education’s 2026 Outstanding Dissertation award.

“His carefully designed and theoretically sophisticated study also stands to contribute to debates in allied fields, including philosophy of education and teacher education,” said his award nominators and Associate Professors Andrea Dyrness and Terri Wilson.

“Kyle’s work—as his committee affirmed in his defense—is powerfully interdisciplinary,
contributing to debates about the ethical and political complexity of teaching practice, as well as moral dimensions of education. Beyond pointing to such tensions, Kyle’s work documents spaces of resistance and solidarity, between both teachers and students, in ways that centered questions of meaning, power and humanity… we see his study as exemplifying the
very best of our program—and our School of Education.”

But his mentors, as well as his students and teachers in the classrooms, describe and notice Kopsick as humble and easygoing. He doesn’t suggest that his study can offer direct solutions, but rather, presents it as a critical case study. Furthermore, Kopsick reflects on how his learnings in the program impact his daily life.

“Through my studies and teaching at CU, I’ve improved my capacity to carefully observe, pose useful questions and identify the root of the matter at hand,” said Kopsick.

“I’ve learned that dissonance is generative when it’s approached from an inquiry orientation, and I’ve learned how to more clearly think through and navigate complexity. These are lessons that are useful for research and teaching but, more importantly, they are lessons that enhance my everyday life. I'm much more disciplined in my thinking now, and that discipline is grounded in the reminder that worthwhile inquiry is always ongoing.”

Kopsick is looking forward to staying at CU Boulder this fall as a postdoctoral fellow.

In his own words

1) Please tell us a bit about yourself:

I grew up in the Chicago area and taught social studies at a high school in Quito, Ecuador. I was deeply moved by my time in Ecuador and was motivated to further examine my teaching experiences in a doctoral program. While I was unsure of exactly what that would entail, I knew I wanted to draw from anthropology and philosophy to explore how international curricula and sociocultural differences shape pedagogy.

I chose CU Boulder because of its foundations program. I was impressed by the faculty and knew I would be both pushed and supported. I was also promised that I would be able to consistently teach undergraduate courses, which was important for me. That promise was definitely kept!

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

Through my studies and teaching at CU, I’ve improved my capacity to carefully observe, pose useful questions, and identify the root of the matter at hand. I’ve learned that dissonance is generative when it’s approached from an inquiry orientation, and I’ve learned how to more clearly think through and navigate complexity.

These are lessons that are useful for research and teaching but, more importantly, they are lessons that enhance my everyday life. I'm much more disciplined in my thinking now, and that discipline is grounded in the reminder that worthwhile inquiry is always ongoing.

3) What does graduating from CU Boulder represent for you or your family/community?

CU is a wonderful public university that, at its best, brings diverse people together to engage in open inquiry, discussion, and deliberation. I’m grateful to have spent the past six years here and will always feel a connection to the Boulder community.

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

I’ll share a few that are closely related: Read widely, deeply, and recursively. Ask questions and follow your curiosities. Beware of certainty. Engage with people who think differently than you.

5) What are your next steps after graduation?

I’m fortunate to be staying at CU Boulder as a postdoctoral fellow. I’ll be working on a great project aimed at strengthening the civic and democratic aims of the university.

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Meet Tori Martin, whose capstone is changing the conversation about school choice

Hannah Fletcher — Fri, 01 May 2026 05:53:12 +0000

Meet Tori Martin, whose capstone is changing the conversation about school choice Hannah Fletcher Thu, 04/30/2026 - 23:53

Victoria “Tori” Martin came to Colorado with a love of mountains and deep commitments to educational equity shaped by years of study, teaching and experiences in Washington, D.C. and abroad.

As an undergraduate at Villanova �Թ��, Martin designed her own major at the intersection of education and social justice, a choice that reflected her early understanding that education is inseparable from questions about educational access and opportunity. After graduation, she taught English in Laos through the Fulbright Program, which deepened her belief in community-centered approaches to education and policy.

Martin was drawn to the CU Boulder School of Education for her master’s studies for its national reputation in education policy and its home for the renowned National Education Policy Center. In the Educational Foundations, Policy and Practice program (EFPP), she got what she was looking for and more, including making new connections that deepened her understanding of educational equity. Her advice for other students is to find ways to meaningfully engage with mentors and peers at CU Boulder.

“There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors,” she said.

The feeling is mutual. Martin’s faculty advisor, Terri Wilson, chair of EFPP, enthusiastically nominated her for the Outstanding Capstone Award for her project called “Opportunity Hoarding in School Choice: How Admissions Policies Structure Disparate Access.”

Wilson praised Martin’s work as theoretically sophisticated, methodologically innovative and politically attuned. Drawing on state-level data, Martin analyzed open enrollment admissions policies for 20 Colorado districts with the highest levels of school choice. She drew from respected theories of social and cultural capital, opportunity hoarding and interest convergence to create an original weighted coding rubric to evaluate how transparent, accessible and equitable school choice admissions systems truly are.

Martin’s work translates complex theories into concrete, measurable policy features. Wilson noted that Martin’s time-bound review protocol—limiting each district search to 45 minutes—was “particularly inventive,” mirroring the real constraints families face when navigating school choice.

In her award-winning capstone, Martin reframes a longstanding policy debate. Instead of asking why some families underutilize school choice, she illuminates how systems are designed in ways that make equitable participation structurally difficult. Her findings reveal how administrative hurdles reinforce inequity—not necessarily overt exclusion, but through design choices that privilege those who are already equipped to navigate them. Martin’s recommendations offer districts concrete, realistic pathways to expand access for all.

Looking ahead, Martin plans to continue her work as a Research Analyst at Westat, where she provides technical assistance to federal grantees, and she hopes to build on her CU Boulder degree to continue a career in public education research and advocacy that centers inquiry and rigor.

Martin’s capstone may be complete, but the questions she raised and the solutions she proposed will continue shaping conversations about education equity in Colorado and, ideally, inspire community-informed policy change for years to come.

In her own words

Please tell us a bit about yourself

I’m originally from Connecticut and moved to Colorado about three years ago, after spending a few years working and living in Washington, D.C. As an undergraduate at Villanova �Թ��, I designed my own major in Education and Social Justice. After graduating, I taught English in Laos through the Fulbright Program. I chose CU Boulder because I wanted to continue building on the strong foundation I developed during my undergraduate studies, and I was drawn to the strong reputation of CU Boulder’s School of Education and the National Education Policy Center. And, I love the mountains!

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter?

One of the most significant lessons I’ll carry with me from my time at CU Boulder is the importance of grounding my work in community perspectives. Through my coursework and interactions with faculty and peers, I’ve learned how essential it is to center the experiences of educators when thinking about policy and research.

What does graduating from CU Boulder represent for you and/or your community?

Graduating from CU Boulder reflects the culmination of years spent pursuing work rooted in educational equity, and it affirms the support and encouragement I’ve received from mentors, peers, and loved ones along the way!

What is your best piece of advice for incoming students?

Be sure to meaningfully engage with your advisor and other mentors on campus. There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors!

What are your next steps after graduation?

I will continue in my current role as a Research Analyst at Westat, where I provide technical assistance to federal grantees in the Promise Neighborhoods and Full-Service Community Schools programs, and conduct research for government agencies. Looking ahead, I hope to build on my current role and my EFPP degree by pursuing a career in public education research and advocacy.

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

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

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

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

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

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

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

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

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

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

In his own words

Please tell us a bit about yourself

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

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

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

What does graduating from CU Boulder represent for you or your family/community?

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

What is your best piece of advice for incoming students?

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

What are your next steps after graduation?

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

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

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Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education

Hannah Fletcher — Wed, 29 Apr 2026 22:52:18 +0000

Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education Hannah Fletcher Wed, 04/29/2026 - 16:52

From a fisheries biologist turned rural middle school science teacher to today a doctoral graduate and teacher educator, Loraine Glidewell’s journey seems to be as winding as a remote river in Colorado’s beautiful backcountry. But with a closer look, a pattern emerges. Glidewell has always been drawn towards people and places others can overlook.

Glidewell came to the CU Boulder School of Education to pursue her PhD in Teacher Learning, Research and Practice after teaching in the San Luis Valley, a place with a deep history but an expansive area where many Coloradans drive through or pass by.

In the valley, she saw a community rich with curiosity, resilience and wonder—the perfect place to teach science. When she became a middle school teacher in Monte Vista, Glidewell didn’t just teach students; she felt connected to them in the same way that a scientist understands the interconnectivity of a thriving ecosystem.

As a teacher, Glidewell noticed her students’ strengths before they noticed it in themselves. She watched them grow across grades and time, and they watched her growth too. She has always been focused on supporting people and community.

Some of her same students later showed up at CU Boulder to support her during her dissertation defense and to cheer her on during her 3‑Minute Thesis competition, where she won the people’s choice award and campuswide award to represent CU Boulder at the regional competition.

That’s the kind of magic Glidewell brings to her relationships, cultivates in her classrooms and centers in her research. She sees beauty in small towns and in the oft overlooked corners of rural education. Her life’s work includes sharing that beauty with others.

Her faculty describe her “humanizing vision,” her ability to see the full potential of students and teacher candidates and her talent for designing learning experiences that are “powerful, informative and memorable.” All the reasons that helped Glidewell earn the School of Education’s Outstanding Teaching Award.

Glidewell sees people—really sees them—and that changes everything. She talks glowingly about her supporters: her advisor, her professors, her cohort, her partner, her current and former students and especially her family. She carries their support with her and aims to pay it forward.

“I never saw myself as a science person, as a teacher, as a doctor," she said. "Life has been a wild and unexpected ride. Even though my family did not have the social capital to help me understand and navigate college, they gave me other tools that helped me along the way.”

Through all her many, varied experiences, Glidewell has learned that brilliance doesn’t come packaged in degrees or titles. Her research and teaching are driven by a conviction that rural communities are rich sources of scientific knowledge and possibilities.

Glidewell wants future teachers to see the potential she sees in rural learning communities and in themselves. She wants to make the invisible more visible. She believes that magic is everywhere and available to everyone willing to take a closer look.

In her own words

Please tell us a bit about yourself

I came to CU Boulder from the beautiful San Luis Valley in southern Colorado. I set out in life to be a biologist and had a pretty amazing life working with Colorado Parks & Wildlife in the fisheries world. But then somehow, I ended up randomly becoming a middle school science teacher in our rural community, and it changed my life. So often we talk about teachers and the impact they can have on students, but my students had the biggest impact on me. I was so lucky to get to be a teacher in Monte Vista, Colorado. In a small town, you get to watch your students grow up over time, across grades, and across town. I even have had the joy of seeing students I taught as middle schoolers here, now as college students, at CU Boulder! One even made it to my dissertation defense. That's the magic of rural education. The relationships are so deep and they don't stop at the end of a school day or the end of a school year. My students actually encouraged me to be here, to work on teacher shortages in rural areas. I chose CU Boulder because it was a rare fully funded program, and as a rural teacher, there are serious pay inequities between folks teaching in more urban and suburban spaces and those of us everywhere else. I would not have been able to afford a PhD on my own, and I got so lucky with the incredible mentorship and friendship I experienced here along the way.

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter?

The thing that I am going to carry with me wherever I go next is the importance of showing up for one another. I had so many people show up for me during my time here at CU Boulder. The best example was during the 3-Minute Thesis competition, which was something way outside of my comfort zone. I am truly a shy human, and I pushed myself to gain skills and practice in talking about and sharing my work. At the competition, I had so many people show up for me. My advisor, my professors, my friends who are also in this doctoral program, my best friend and love of my life, my family, the pre-service teachers I have been so lucky to get to know and teach, and even my students from Monte Vista School District, one even drove down from CSU Fort Collins to surprise me and be there to support me. The way that people in my life have shown up for me is something I am not just going to carry with me, but something I am deeply motivated to pay forward.

What does graduating from CU Boulder represent for you and/or your community?

My dad was a bartender and a wonderful human being. My mom is the funniest person I know. My big sister is the bossiest person I have ever met in my life. My brother Jojo, who has a rare genetic disorder, is deaf, mute, endlessly curious, and a close observer. Even though no one in my family went to college, bartending is a world of science and mixtures, a sense of humor is a source of strength and optimism, bossiness is just another word for leadership, and there is so much to learn by having a sense of wonder and paying attention to the details of the world around you. I never saw myself as a science person, as a teacher, as a doctor. Life has been a wild and unexpected ride. Even though my family did not have the social capital to help me understand and navigate college, they gave me other tools that helped me along the way. What this PhD means is that my nieces, my nephew, my students I got to teach out in Monte Vista, and someday, my kids, will know that something like this is possible for all of us.

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to be just as invested in the people around you as you are in yourself. Care just as much about their work and their happiness as you care about yours. This is a really tough journey, and it’s tough for everyone. Everyone is trying to figure it out, navigate life, do something meaningful, and it’s a lot easier (and so much more enjoyable) when you engage in that process together. My cohort and other doctoral students along the way made me feel like I could do this. They helped make me feel like my work mattered, and the things I care about are worthy of exploration. They even embraced all of my weird bug references and metaphors! In return, I am their biggest cheerleader, and so proud to know them and see how their work unfolds. The people around you are your best resource!

What are your next steps after graduation?

Looking to the future, my goal is to put my experience and passion for science education, teacher preparation, and rural education to work! In my dream world, this is as a future professor at a university in Colorado or nearby. I hope to continue to engage in teaching and research that supports beautiful science instruction, especially in rural areas that are often excluded by mainstream education research, policy, and curriculum. I believe that rural areas are incredibly rich for science teaching and I hope to be able to do work that makes that visible to pre-service teachers and beyond.

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Meet Paolo Chavez Calvadores, an educator leading through compassion, community and intentionality

Hannah Fletcher — Wed, 29 Apr 2026 04:05:02 +0000

Meet Paolo Chavez Calvadores, an educator leading through compassion, community and intentionality Hannah Fletcher Tue, 04/28/2026 - 22:05

When Paolo Chavez Calvadores started teaching in rural Colorado, he yearned for a more intentional approach to his work and how he shows up in the world.

Originally from the Philippines, Calvadores came to the United States hoping to “grow as an educator and serve students in a meaningful way," he said.

At the Julesburg School District, Calvadores teaches an astonishing range of subjects across grades 6–12, including core sciences for grades 6th-8th and Physical Science, Biology, Chemistry, and Physics for high school. He's also taught elective classes including Forensics, Astronomy, Environmental Science, Zoology and the Quantum Science afterschool program. Rather than succumbing to overwhelm, he decided to focus on compassion and growth for himself, his students and his fellow educators.

Those desires led him to enroll in the Master’s in Teacher Leadership program at CU Boulder and particularly the Certificate track in "Cultivating Compassion in Ourselves and Our Schools," which turned out to be a transformative decision, he said.

The program, offered entirely online with ample interactions between educators from all over Colorado and beyond, allowed the science teacher from his small district in northern Colorado to engage in deep connections with other educators.

The Teacher Leadership program’s ethos that leadership starts with how to treat and support others mirrored Calvadores’ own passion.

“CU Boulder gave me space to grow in ways that I didn’t expect,” he said. “It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing CU Boulder wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.”

Through the reflections from the program and classroom practices, Calvadores discovered that leadership begins with grounding and setting his intentions before taking action.

“Before this program, I often focused on doing more, being better and pushing through difficulties without really pausing," he said. "But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues and my community, I need to first be grounded, present and know what my intention is. This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience and intention.

“Real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day."

That's not only Calvadores' philosophy as an educator, but as a person as well.

Faculty describe him as a deeply community‑centered educator whose leadership is rooted in compassion, dignity and service. He has earned the Outstanding Graduate in Community Engagement Award for the ways he supports his rural Colorado school through extraordinary teaching and leadership and additionally contributes at the state and national levels through professional learning in science education and compassion‑driven practices. His commitment to uplifting others extends beyond his classroom.

As an immigrant building a life in the U.S., Calvadores and his journey has included uncertainty, long hours and the challenges of balancing work, faith, study and family. But through it all, he never feels alone. His family, colleagues and new connections in the Teacher Leadership program have walked alongside him.

For Calvadores, graduating is a reminder that his work has never been about just him. It is about the lives he impacts as an educator and the responsibility he carries to keep growing, serving and leading with compassion.

“Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported and reminding myself that growth begins from within.”

In his own words

Please tell us a bit about yourself

I was originally from the Philippines and came to the United States hoping to grow as an educator and serve students in a meaningful way. Teaching has always been more than just a job for me. It’s something I feel called to do, especially in building relationships and being present for my students.

When I started to teach here in Colorado, I realized that I wanted to be more intentional in how I show up, not simply as a teacher, but as someone that my students and colleagues can rely on. That’s what led me to the Teacher Leadership program at CU Boulder. I was really engaged with the program because it focuses on reflection, real classroom experiences, and the idea that leadership starts with how we treat and support others.

CU Boulder gave me space to grow in ways that I didn’t expect. It wasn’t simply about improving my teaching, but also about comprehending myself better and learning how to lead compassionately. Choosing CU Boulder wasn’t simply about getting a degree. It was about becoming the kind of educator I’ve been working toward being.

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter?

One of the most meaningful lessons I’ve learned from my time at CU Boulder is that leadership starts with understanding your intention. Before this program, I often focused on doing more, being better, and pushing through difficulties without really pausing. But through my experience here, I’ve learned that in order to truly support others, my students, my colleagues, and my community, I need to first be grounded, present, and know what my intention is.

This change has changed the way I manage teaching and leadership. Instead of reacting to challenges with pressure or self-doubt, I’ve learned to respond with awareness, patience, and intention. It also helped me see that real change doesn’t always come from big actions, but from small, consistent ways we show up for others every day.

This is something I will bring with me into the upcoming chapter of my life, not simply as an educator, but as a person. Wherever I go, I want to continue leading with compassion, establishing spaces where people feel noticed and supported, and reminding myself that growth begins from within.

What does graduating from CU Boulder represent for you and/or your community?

Graduating from CU Boulder represents more than just earning a degree; it represents sacrifice, faith, and the support of the people who have walked this journey with me.

As someone who came from the Philippines and established a life here in the U.S., this milestone carries a deeper meaning for my family and community. There were many phases of uncertainty, being far from home, managing a different system, and managing work, studies, and family responsibilities. But through all of that, I was never alone. My wife, my family, my colleagues, my community, and all the people I have met along the way have been a constant source of strength and encouragement.

For my family, this represents the fruit of perseverance and faith, that, still in the middle of challenges, God provides a way forward. For my community, I hope this reflects what is possible when we stay committed to our purpose and continue to serve others with intention.

For me personally, this is a reminder that this journey was never just about me. It is about the lives I get to impact as an educator, and the responsibility I carry to keep growing, serving, and leading with compassion wherever I go.

What is your best piece of advice for incoming students?

My best piece of advice for incoming students is to be present and give yourself grace. It is easy to feel like you have to do everything perfectly, especially in a program like this, but real growth happens when you allow yourself to learn, reflect, and even make mistakes. Take time to truly engage in the experience, not just to complete the work, but to deeply understand how it connects to who you are as an educator and as a human being. The most meaningful parts of this journey, for me, came from times of reflection, conversations with others, and applying what I learned in real life. Also, do not be afraid to lean on your community. The people around you, your classmates, professors, and colleagues, are part of your growth. You do not have to do it alone.

And lastly, always come back to your why. When things feel overwhelming, remembering why you started will help ground you and keep you moving forward with purpose.

What are your next steps after graduation?

After graduation, I plan to continue growing in my role as an educator and leader, with a greater focus on building a culture of compassion and support within my school and community. I want to continue the work I started through my capstone by creating intentional spaces where both students and teachers feel valued, connected, and supported.

I also hope to share this work beyond my classroom through collaboration, professional learning, and opportunities to connect with other educators. Being part of spaces like inquiryHub and presenting at conferences like the National Science Teaching Association has shown me how powerful it is to learn alongside others and contribute to a larger community.

At the same time, my next steps are also grounded in my personal life. I want to continue showing up for my family, growing in my faith, and staying rooted in the purpose that brought me here in the first place.

I also hope to stay connected with the �Թ�� of Colorado Boulder community in meaningful ways, and if given the opportunity in the future, I would love to be part of this university. It has been a place where I have grown so much, and I believe it is also a place where I can continue to grow and give back. That is something I truly pray for.

More than anything, I see this not as an ending, but as a continuation of the work I am called to do, to serve, to lead with intention, and to make a meaningful impact wherever I am.

When Paolo Chavez Calvadores started teaching in rural Colorado, he yearned for a more intentional approach to his work and how he shows up in the world. Originally from the Philippines, Calvadores came to the United States hoping to “grow as an educator and serve students in a meaningful way," he said.

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Meet Collette Heskett, a mountain biker, bug watcher and passionate advocate for neurodivergent learners

Tyler Caldwell — Mon, 27 Apr 2026 20:58:24 +0000

Meet Collette Heskett, a mountain biker, bug watcher and passionate advocate for neurodivergent learners Tyler Caldwell Mon, 04/27/2026 - 14:58

Cherishing her own neurodivergent identity, Heskett believes that CU Boulder’s commitment to fostering curiosity and community played a significant role in her school choice.

“[CU Boulder] also gave me the chance to build a community of incredible peers and professors who push me to think bigger,” Heskett said.

Originally from England, Heskett has spent over half her life falling in love with the many outdoor adventures that Colorado has to offer, eventually finding herself building upon her academic interests during her undergraduate studies in CU Boulder’s Environmental Biology and Education programs.

During her graduate studies in the School of Education’s Learning Sciences & Human Development program, Heskett was able to refine her interests and academic passion into a focus on neurodivergent representation in education and AI literacy, “areas I believe are increasingly inseparable as technology shapes how we teach and learn,” Heskett said.

Heskett’s capstone project is a testament to this passion, a project that Professor Bill Penuel was enthusiastic about when he nominated Heskett for this year’s Outstanding Capstone Award.

Using innovative strategies and an intervention method originally developed here at CU Boulder, Heskett's capstone study focused on inclusivity of neurodivergent learners and showed that students in her treatment groups were more likely to pay attention to each other in collaborative activities.

“These innovations, moreover, are likely to be integrated fully into future curriculum materials in our Institute for Student AI-Teaming’s work to cultivate AI literacy,” Penuel said.

While Heskett’s parents may see her academic achievement as the lifelong fruition of the curiosity and determination of their little backyard bug watcher, Heskett herself feels that it marks a commitment to the work she cares most about, “ensuring that neurodivergent students see themselves represented in the classroom and that educators are equipped to meet them there.”

After graduation, Heskett will begin a doctoral program in Educational Theory and Practice - Curriculum and Pedagogy at Simon Fraser �Թ�� in Burnaby, British Columbia.

In her own words

Please tell us a bit about yourself

I am originally from England but have lived in Colorado for over half my life. My parents love to remind me that I was born to be in science education as I would often play "teacher" with my toys or watch bugs in their habitat for hours. Coming to CU Boulder as an undergraduate in EBIO and Education played on these interests and led me to the Learning Sciences and Human Development MA program, where I was able to deepen my understanding of what it means to support all learners in the classroom. This passion grew into a focus on neurodivergent representation in education and AI literacy, areas I believe are increasingly inseparable as technology shapes how we teach and learn. I chose CU for both my undergraduate and graduate careers because this school not only fosters academic curiosity but also gave me the chance to build a community of incredible peers and professors who push me to think bigger.

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

Hard work means nothing without balance. One of the most valuable things my advisor taught me is that stepping away from your work isn't a setback, it's part of the process. Giving your mind space to rest and wander is what allows you to come back sharper and more creative. For me, that usually looks like mountain biking, hiking, swimming, or camping with friends in the mountains I've been lucky enough to call my backyard. Besides, it's hard to overthink your thesis when you're flying down a mountain trail and your brain has exactly one job: don't crash.

What does graduating from CU Boulder represent for you or your family/community?

Graduating from CU Boulder represents the beginning of something, not just the end. For my parents, who watched their "neurospicy" kid fall in love with adventures in Colorado, this degree is a reminder that curiosity and determination can take you far. For me personally, it marks a commitment to the work I care most about: ensuring that neurodivergent students see themselves represented in the classroom and that educators are equipped to meet them there. I will always carry CU with me, not just as a credential, but as the place where incredible advisors and peers helped me find the shape of my ambitions.

What is your best piece of advice for incoming students?

Ask questions and stay curious! My professors in undergrad used to say that as teachers, we need to support our students in being "little scientists", but we also need to remember to embrace that mindset in our own lives. Whether you're talking to a professor, a peer, or someone you just met, asking genuine questions can open doors you never knew existed. Some of my most unexpected opportunities came simply from being curious and willing to start a conversation.

What are your next steps after graduation?

I will be pursuing a PhD at Simon Fraser �Թ�� in the program: Educational Theory and Practice - Curriculum and Pedagogy.

Collette Heskett’s parents always lovingly remind her that she was born to be in science education. From a young age, Heskett spent most of her time playing “teacher” with her toys or observing bugs in their habitats for hours. Many years later, Heskett is now the 2026 CU Boulder School of Education's Outstanding Capstone graduate.

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

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

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

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

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

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

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

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

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

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

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

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

In her own words

Please tell us a bit about yourself

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

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

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

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter?

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

What does graduating from CU Boulder represent for you and/or your community?

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

What is your best piece of advice for incoming students?

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

In his own words:

Please tell us a bit about yourself?

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

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

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

What does graduating from CU Boulder represent for you or your family/community?

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

What is your best piece of advice for incoming students?

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

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

In her own words

Please tell us a bit about yourself

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

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter?

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

What are your next steps after graduation?

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

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

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

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

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

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

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

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

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

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

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

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

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

In her words:

Please tell us a bit about yourself?

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

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

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

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

What does graduating from CU Boulder represent for you or your family/community?

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

What is your best piece of advice for incoming students?

I’ve got two for you:

Intimacy breeds conflict. Embrace both for best results.

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

What are your next steps after graduation?

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

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Outstanding Graduate

Meet Kyle Kopsick, an education researcher examining how teachers can educate across differences and build intercultural understanding

In his own words

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Meet Tori Martin, whose capstone is changing the conversation about school choice

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

In his own words

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Meet Loraine Glidewell, a teacher educator, scientist, doctoral scholar passionate about the wonders of rural education

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Meet Paolo Chavez Calvadores, an educator leading through compassion, community and intentionality

In his own words

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Meet Collette Heskett, a mountain biker, bug watcher and passionate advocate for neurodivergent learners

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