Graduate Students

Meet Anahi Quintana, advancing equity for bilingual learners and their futures

Hannah Fletcher — Thu, 14 May 2026 21:47:08 +0000

Meet Anahi Quintana, advancing equity for bilingual learners and their futures Hannah Fletcher Thu, 05/14/2026 - 15:47

In bold, black letters posted above the white board and sandwiched between student art and affirmations it reads “Do it for your future self!” in Anahi Quintana’s colorful classroom.

Quintana’s future-focused positivity radiates in her classroom and her graduate studies in the �鶹��Ѱ��Boulder School of Education.

A proud bilingual teacher and Mexican‑American whose journey began in Greeley, Colorado with familial roots in Chihuahua, Mexico, Quintana draws inspiration from her family’s history and unwavering belief in educational opportunity. Her father walked for miles through rain to get to school, and her mother had to leave school after third grade to begin working—sacrifices that propelled Quintana’s academic pursuits and commitment to her students.

“Like my parents would always say, lo que uno siembra es lo que cosecha,” she said. “Make sure to plant persistence, patience, hard work and what will grow from there will be strong roots with lots of rewards.”

Carrying those lessons with her, Quintana entered the Equity, Bilingualism and Biliteracy Master’s program in the �鶹��Ѱ��Boulder School of Education, where her bilingualism was embraced by professors and integrated into her learning. That experience affirmed what she already knew from her classroom: students thrive when their experiences and bilingualism are affirmed. She makes sure her sixth grade students feel that same level of affirmation and see their bilingualism is an asset and strength.

That spirit of positivity and persistence guided Quintana’s graduate studies, where she used her final inquiry project to study the misalignments between prescriptive curriculum and her students’ needs.

Initially enthusiastic about her district’s new scripted English Language Arts curriculum across all middle schools, Quintana soon saw cracks in the curriculum's rigid structure and gaps in meeting the linguistic, cultural and academic needs of her emergent bilingual learners.

Quintana designed a qualitative study comparing the mandated curriculum with her own teacher‑created, translanguaging aligned instruction and found students were more engaged, demonstrated stronger comprehension and expressed a clear preference for the flexible, affirming lessons.

Armed with her analysis demonstrating how standardized curricular mandates marginalize emerging bilingual learners, Quintana shared her findings with colleagues and district leaders — sparking deeper policy conversation and resulting in more flexibility in the curriculum that better supported teachers and students in her district.

By incorporating her experiences into research, advocacy and teaching, Quintana challenged monolingual norms and advanced equitable instructional practices for all. Faculty members, Deb Palmer and Robert Garcia, successfully nominated her for the Outstanding Leadership Award for the ways she leads by example for the young middle schoolers in her classroom and throughout the district. Advocating for the importance of their experiences and their future selves is her life’s work.

“[After graduation,] I am going to do what I love to do the most and what I am passionate about and that is teaching,” she said proudly. “I will keep having my students' best interest at heart and I will keep advocating for their needs.”

In her own words

Please tell us a bit about yourself

My name is Anahi Quintana. I was born in Greeley, Colorado and my roots are from Cuauhtémoc, Chihuahua Mexico. I am a proud Mexican-American. I am currently a 6th grade reading and language arts teacher. I am passionate about teaching and believe that everyone deserves an equitable opportunity at an education. I proudly incorporate my upbringing, my background, and my culture into teaching. I love when my students learn that being bilingual is an asset. I serve as a reminder that being bilingual and our backgrounds are strengths in this world and not barriers. I love to advocate for my students and always have their best interest in mind.

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

One of the most significant lessons from my time at �鶹��Ѱ��Boulder that I will carry into the next chapter of my life is how much representation matters and learning to advocate for my students and have their best interest at heart. In grad school, I was able to see how much my mother tongue was used in my learning and how much my professors embraced it. This further proved the importance of representation and advocating for it.

What does graduating from �鶹��Ѱ��Boulder represent for you and/or your community?

Graduating from �鶹��Ѱ��Boulder is not just my success and my achievement, it is my parents' achievement too. This is for my grandparents, who had to let go of their children and hope they would make it in a new country to hold on to something better. It is for every late night my parents spent making sure I had the opportunity they never did. It is for the nights that I would go in and help my parents clean buildings, every mop on the floor, trash thrown away — it is every single moment that brought me here where I am today. Walking on the stage, I am not alone. On that stage walks with me the sacrifices everyone made for me to be in this exact moment. I carried a piece of each and every one of my family members onto that stage.

What is your best piece of advice for incoming students?

The best advice is to push through and be persistent. There will be nights that you will cry, there will be sweat and tears but you can do it! That nervous feeling you get in the pit of your stomach means you are challenging yourself and you are growing. Also, whatever you are passionate about, embrace that and incorporate that in your learning. You will thrive when you are able to connect your passion to your learning! Finally, never forget que sí se puede y todo es posible con esfuerzo! And like my parents would always say, lo que uno siembra es lo que cosecha. Make sure to plant persistence, patience, hard work, and what will grow from there will be strong roots with lots of rewards! You’ve got this!

What are your next steps after graduation?

I am going to do what I love to do the most and what I am passionate about and it is teaching. I will be teaching reading and language arts next year. I will keep having my students' best interest at heart and I will keep advocating for their needs.

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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 University, 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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 University, I designed my own major in Education and Social Justice. After graduating, I taught English in Laos through the Fulbright Program. I chose �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��Boulder represent for you and/or your community?

Graduating from �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��Boulder represent for you or your family/community?

Graduating from �鶹��Ѱ��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 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 �鶹��Ѱ��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.

“�鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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.

�鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��Boulder that you’ll carry with you into the next chapter?

One of the most meaningful lessons I’ve learned from my time at �鶹��Ѱ��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 �鶹��Ѱ��Boulder represent for you and/or your community?

Graduating from �鶹��Ѱ��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 �鶹��Ѱ�� 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 �鶹��Ѱ��Boulder’s commitment to fostering curiosity and community played a significant role in her school choice.

“[�鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 University 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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��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 �鶹��Ѱ��Boulder represent for you or your family/community?

Graduating from �鶹��Ѱ��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 �鶹��Ѱ��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 University 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 �鶹��Ѱ��Boulder School of Education's Outstanding Capstone graduate.

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Now & Then

Tyler Caldwell — Tue, 20 Jan 2026 19:57:00 +0000

Now & Then Tyler Caldwell Tue, 01/20/2026 - 12:57

When Christie Rolph opened her classroom to a student teacher last fall, she was in for a surprise: the student teacher she was paired with was one of her former eighth-grade students.

Rolph was in her first year teaching U.S. history when her path first crossed with Kamilah Bugarin Rodriguez. Now, 12 years later, Bugarin Rodriguez is back in Rolph’s classroom, teaching side-by-side as her student teacher at Longmont High School.

“When Christie emailed me, I felt like it was a sign,” said Bugarin Rodriguez. “Also, she teaches all the classes I would love to teach, with a mix of AP human geo, world studies and psychology. This is the perfect spot for me to try everything.”

Bugarin Rodriguez loved studying psychology as an undergraduate, but it took a teacher-friend’s introduction to substitute teaching to realize she could share her passion through teaching. In �鶹��Ѱ��Boulder’s one-year Master’s Plus Teacher Licensure program, she’s working toward a master’s degree while gaining teaching experience.

Rolph is grateful to be teaching with a talented, up-and-coming teacher and reconnecting with a former student.

“I am excited for her,” Rolph said. “I didn’t have a straight path to teaching either, so it is lovely to see her giving back to the community in this way.”

Discover more from Voices, vol. 8:

The Butterfly Effect

How one education alumna is spreading her wings and sharing her passion for nature one butterfly at a time

Loraine Glidewell's passion for rural education runs deeper than the Arkansas River

Before stepping into the world of academia, Loraine Glidewell was waist-deep in the waters of the San Luis Valley, sometimes literally

Following in Their Footsteps

An education historian's return to roots

Return to Voices Volume 8

From Middle School Student to Student Teacher

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The Transformative Power of Community

Tyler Caldwell — Wed, 14 Jan 2026 22:04:39 +0000

The Transformative Power of Community Tyler Caldwell Wed, 01/14/2026 - 15:04 Hannah Fletcher

For over three decades, the College Assistance Migrant Program (CAMP) in �鶹��Ѱ��Boulder’s BUENO Center for Multicultural Education has sowed the seeds of growth and success for students from seasonal farmworker families.

Since 1990, the Patitos Scholarship, the new name for the program formerly known as BUENO CAMP, has welcomed students and their families into higher education by offering mentorship, tutoring, financial assistance and a community that understands their unique journeys.

With more than 720 students served by BUENO CAMP, the program has proven that when migrant students are given the support they need, they don’t just graduate—they lead by example. Nationally and locally, CAMP boosts retention and graduation rates. Most importantly, CAMP builds a sense of belonging.

Even in the face of uncertain federal funding, Patitos continues to prove its worth in the people who have gone on to impactful careers. Here, you will meet several CAMP and Patitos alumni who are supporting others through impactful careers that were first cultivated in CAMP.

THE PRINCIPAL:
Jorge Gonzalez Moncada

Jorge Gonzalez Moncada leads D6 Online Academy with the same compassion that guided him as a first-generation student in �鶹��Ѱ��Boulder’s CAMP.

“One of my fondest CAMP memories was visiting colleges (in 2009) and beginning to prepare for what my higher education journey would look like beyond attending Aims Community College,” he said.

“As a first-generation student, this experience was especially meaningful because my parents, who were farmworkers, weren’t able to guide me through the process.

Instead, I had the support of Dr. (Robert) Garcia, Cristina (Antillon) and Tammy (Molinar-LeBlanc), who walked alongside me. They understood the unique challenges first-generation students face, and I felt reassured knowing I was making the best decisions for my future with their support.”

That support guided Gonzalez Moncada’s academic journey from Aims Community College to a bachelor’s degree, a master’s degree in the �鶹��Ѱ��Boulder School of Education (MAEdu’16) and eventually an Educational Specialist degree from the University of Northern Colorado—the first college he visited as CAMP a student.

With those academic experiences under his belt, he’s now principal of D6 Online Academy, serving his home community and a student body that’s 70% Latinx. Gonzalez Moncada embodies the legacy of CAMP by building leaders who uplift others.

“Today, I am a principal because of the foundation CAMP provided,” he said. “CAMP doesn’t just change the trajectory of one student’s life—it creates a ripple effect for future generations. First-generation students like me become role models for our families and communities, proving that with the right support, we can achieve more than we ever imagined.”

THE ADVOCATE:
America Paz-Pastrana

�鶹��Ѱ��Boulder had always been America Paz-Pastrana’s dream school, but applying was unfamiliar territory for the first-generation college student.

Everything changed when her cousin introduced her to a CAMP recruiter who came to Carbondale, Colorado, to help farm families with applications. She still remembers receiving her acceptance letter.

“Back then, it was not an email but a real envelope. I knew I was being accepted, because it was so thick,” she said. “I thought, ‘Oh my god, I’m going to CU!’”

Help from the recruiter was only the beginning of the support Paz-Pastrana received from CAMP faculty, staff and peers.

At orientation, she skipped one session when a friend shared second-row tickets to a Bon Jovi Red Rocks concert. The CAMP staff called her mother looking for her, proof they cared. Today, she calls it a funny story, but the memory of how CAMP staff genuinely cared about her success still brings tears.

“They really held my hand,” she said. “They are like family. I don’t think I would be here without them.”

Finding a community that recognized her potential was life changing. When her younger brother started applying for colleges, Paz-Pastrana paid it forward by helping him focus on his strengths and potential—just as the CAMP recruiter had done for her. Her brother’s journey has led to an accomplished career as a documentary filmmaker who centers the immigrant experience and voices.

CAMP not only supported her undergraduate success but also bolstered Paz-Pastrana’s confidence to pursue another dream: law school.

“I knew I wanted to be of some kind of service, to help people—especially people who can’t help themselves or speak for themselves,” she said.

With her law degree from the University of Denver and CAMP experience at �鶹��Ѱ��Boulder, Paz-Pastrana is doing just that. She has worked for public defender offices in Boulder and Denver, Congresswoman Diane DeGette’s office and more. Currently she works at the Alternate Defense Council and the Community Economic Defense Project, helping people facing eviction and other threats to housing stability know their rights and have legal guidance and representation.

She is proof that CAMP doesn’t just create opportunities for students—it creates opportunities for their families and extended communities, too.

Learn more about how you can support the Patitos Scholarship

Patitos Scholarship

Discover more from Voices, vol. 8:

The Butterfly Effect

How one education alumna is spreading her wings and sharing her passion for nature one butterfly at a time

Loraine Glidewell's passion for rural education runs deeper than the Arkansas River

Before stepping into the world of academia, Loraine Glidewell was waist-deep in the waters of the San Luis Valley, sometimes literally

Following in Their Footsteps

An education historian's return to roots

Return to Voices Volume 8

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The Heart of Public Education: Redefining Our Roots

Tyler Caldwell — Wed, 14 Jan 2026 21:18:43 +0000

The Heart of Public Education: Redefining Our Roots Tyler Caldwell Wed, 01/14/2026 - 14:18 Hannah Fletcher

In this moment of deepening distrust in Public Institutions, including Public Schools, it's important to recognize that much of this distrust is purposely manufactured."

- Nelia Peña

Nelia Peña began her journey as a public school teacher where she grew up: in Denver.

Peña had a strong commitment to justice but quickly realized the system was not built to truly center equity in her bilingual elementary classroom despite the district’s stated equity commitments. She began teaching in 2012 amid the “education reform era” initiated by the No Child Left Behind Act, which focused on holding K-12 schools accountable for student performance and led to the growth of state-mandated assessments, often tied to more rigorous state standards.

“I definitely went into it with a really strong desire to be a teacher for social justice, to help students develop critical consciousness,” Peña recalled. “Then I got to (the classroom), and that’s not what people were doing. People didn’t consider that ‘good teaching.’”

A bright spot amid her disheartening experiences came from her master’s in the Equity, Bilingualism and Biliteracy program in the �鶹��Ѱ��Boulder School of Education and its BUENO Center cohort, which included many other Latinx teachers. There, she found validation for her frustrations and explored frameworks for reaffirming her students’ cultural and linguistic wealth.

“It was pretty transformative for me personally and professionally,” she said. “It gave me community and tools to re-center justice.”

Redefining Rigor

The program helped Peña (MEdu’20) speak up. When she was promoted to be a teacher leader—a hybrid part-time teacher and coach role— she challenged definitions of rigor that ignored students’ lived experiences.

“I led professional learning for the school focused on language instruction, integrating ideas around the intersections of race and language, honoring students’ ways of knowing, and how we could transfer equity work into concrete pedagogical practices,” she said. “We had these standards, and I was thinking about teaching in rigorous ways while centering our students.”

Peña, who taught for eight years, is now pursuing her doctorate at �鶹��Ѱ��Boulder in the Equity, Bilingualism and Biliteracy program. Her focus is on further exploring how dialogue and translanguaging—or creating an environment where students use all their linguistic resources—can be integral for public schools. Schools have historically marginalized students’ language and ways of knowing, but she believes that can change.

“So often in school, what students bring with them is treated as ‘wrong,’” Peña explained. “But they’re drawing on their cultural and linguistic wealth. What would make sense for them in their families and communities? How can we value that? How would that feel different for students, and what would that do for our schools?”

The Allure of Innovation

Terri Wilson was an undergraduate in Minnesota—the first state in the U.S. to embrace charters schools and school choice—when she also noticed gaps in local schools.

While volunteering in Minneapolis- St. Paul schools, she realized many kids, especially those from immigrant families, were not being seen, valued or well educated in their classrooms.

“Schools in their neighborhoods had systematically been failing many of these kids,” she said. “For many of us working with these families, charter schools seemed like an appealing alternative.”

Wilson, then a triple major in philosophy, political science and education policy, was intrigued by the idea of innovative schools, so she decided to develop a charter school application for her senior thesis project. However, as she worked on the application, her certainty waned.

“I ended up being drawn toward questions about whether or not we should be creating a school of our own or pushing the public school system for more resources,” she said.

“My thesis was instead an examination of the democratic potential of charter schools and the contradictions.”

It was a fitting change of heart for Wilson, who is now a philosopher of education and associate professor in educational foundations, policy and practice. That thesis set the stage for her work with St. Paul community schools after graduation and her graduate studies. Today, her research focuses on school choice, parental rights and the democratic foundations of education. All these experiences sharpened her question: What does the “public” in public schools mean?

What Is “Public” Education?

Wilson has been partnering with several colleagues, including Kevin Welner, a longtime professor, director of the National Education Policy Center and education law expert at �鶹��Ѱ��Boulder, on a scholarly piece about the definition of public education from a variety of disciplinary perspectives. Those perspectives include Wilson’s philosophical view and Welner’s legal take, as well as insights of economists, sociologists, historians and others. Spoiler: The definition of “public” is undefined.

“There is no single definition that we have, as a society, agreed to about what we mean when we say ‘public,’” Welner said.

Funding is one part, but publicness also includes “civil rights protections, regulatory control and the role of the public in making decisions and governance.”

The U.S. approach, he noted, differs sharply from many European systems, where private schools can receive taxpayer funding only if they accept strict regulations. Schools must comply with rules around teacher qualifications, protections against discrimination, tuition limits, curriculum, admissions criteria, accountability and governance.

“We’ve never attached the level of regulation and protections for students or teachers that the European model does,” Welner said.

The U.S. is moving toward a model with weaker regulatory guardrails, driven partly by recent Supreme Court decisions.

By expanding the “Free Exercise Clause” into what Welner described as a “very powerful anti-discrimination clause” that protects religious institutions from—under almost any circumstance—being treated less favorably than nonreligious ones, the Court has opened the door for voucher-funded religious schools to claim exemptions from civil rights requirements. Some cases, including in Colorado, involve religious schools asserting the right to “engage in faith-based discrimination,” including against LGBTQ+ families. These are worrisome trends for scholars like Welner.

Only 35% of Americans
are satisifed about U.S. Education quality, an
all-time low

“I used to say that our public schools are a foundational institution that props up our democratic society, but I am not sure we can say that now,” he said.

Yet 74% of parents are
satisfied with their children's education

Even so, Welner sees possibilities at state levels, where local policies can have clear benefits. For example, he cited the ways some states, like Colorado, New Jersey and Oklahoma, have strengthened investment in universal pre-K. As another example, he pointed to community-school initiatives in California and New York.

He called this moment a reminder that the struggles about publicness will continue with no clear end.

“We have to engage in the struggles and work toward a vision of publicness that we think is important,” he said.

Power to the People

Wilson urges supporters of public institutions to stay attuned to reality, not fear. Her research on parents’ rights and school-choice decisions has shown the influence of negative rhetoric about public schools.

“In this moment of deepening distrust in public institutions, including public schools, it’s important to recognize that much of this distrust is purposely manufactured,” she said. “It’s not neutral. It’s a result of steady campaigns to sow distrust, question effectiveness and build a sense of crisis.

“We can see this in efforts to reassert parental decision-making in education. While parental rights are portrayed as under threat, in reality, the U.S. has expansive protections for parents’ rights to shape and control their children’s education, health and well-being.”

Wilson is fascinated by the contrasting results of the Gallup polls every summer, where faith in public schools is low, including an all-time low of 35% of respondents saying they are satisfied with U.S. education. However, when parents are asked about their children’s school, responses are routinely more favorable.

“There’s a powerful and informative gap there,” she said. “If you ask people about their experiences with the local neighborhood schools or teachers they know, there are many openings there to tell different stories and to lean into those relationships.”

Rewriting the story won’t be easy, but Wilson remains hopeful.

“Institutions are just the people that are part of them,” she said. “When we talk about public schools, we’re talking about us.”

Wilson cautions against drawing a hard line between the public goods of education on one side and people’s private interests on the other. She sees room for commonalities. Preserving publicness in public schools may rely on our abilities to connect with and respect one another.

“We’re all agents of the democracy we want to see, but we have to understand what ‘democracy’ is and why it’s important to learn the skills, practices and dispositions of being able to talk to each other across differences,” she said.

Pockets of Possibility

Peña sees public schools as both deeply flawed and full of possibility.

“Their design from the start hasn’t really been to be a great equalizer, but instead for only certain students to succeed,” she said. Yet she believes in the pockets of transformation that emerge when educators center students’ humanity. “Education is the ingredient that changes so many people’s lives.”

Now, as a relatively new parent of a bilingual child in a same-sex-parent family, Peña’s outlook is deeply personal.

“I want my child to feel valued at school, and I want all children to feel that,” she said.

Despite the challenges, Peña remains hopeful that public schools can become places where every child’s language, identity and ways of knowing are treated as assets.

As she prepares to lean into her dissertation research in a Denver-area elementary school, she’s volunteering in the classroom, because she is committed to community-building over everything else.

“I see these pockets of really beautiful things that are happening, and these pockets of hope and possibility,” Peña said.

“Since entering this program, I’ve wanted to do research that shines a bright light on possibilities, on things that are going well that are also full of complexity and tension that ultimately illuminate something that we can build from.”

Discover more stories from Voices vol. 8:

Supporting Rural Teachers & Leaders

The Bob and Judy Charles Endowed Chair of Education is deepening work in rural Colorado

The Transformative Power of Community

Meet several College Assistance Migrant Program (CAMP) & Patitos alumni whose important careers were first cultivated in CAMP, and are now utilized to support their community

Get to know Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the �鶹��Ѱ��Boulder School of Education

As the new Dean of the School of Education, Amanda Haertling Thein recently returned to the �鶹��Ѱ��Boulder campus — a homecoming for the alumna

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Loraine Glidewell's passion for rural education runs as deep as the Arkansas River

Ichigo Takikawa — Wed, 21 May 2025 20:04:27 +0000

Loraine Glidewell's passion for rural education runs as deep as the Arkansas River Ichigo Takikawa Wed, 05/21/2025 - 14:04

Maddie Rudolph

Before stepping into the world of academia, Loraine Glidewell was waist-deep in the waters of the San Luis Valley, sometimes literally. The photo of Glidewell proudly holding a trout on the Arkansas River says it all: “The level of stoke on my face is basically the same level of stoke I feel when I get to talk about rural education!”

“I originally worked with fish,” said Glidewell. “But I accidentally became a middle school science teacher—best accident ever.”

In Monte Vista, Colorado, Glidewell taught seventh grade, everything from chemistry to dance. But more than the subjects, it was the students and the landscape that shaped her. A snapshot from a field trip to the Great Sand Dunes shows a class of seventh graders learning about science under a sky wider than any classroom ceiling.

“I believe there is magic in rural schools,” said Glidewell. “I've seen it, felt it, experienced it and loved it. I miss it every day.”

The first in her family to graduate from high school and college, Glidewell never imagined pursuing a PhD. But her students sparked a new mission: to advocate for rural schools that are too often overlooked.

Now in the �鶹��Ѱ��Boulder School of Education’s STEM Education program, Glidewell is working to ensure that the realities of rural teaching aren’t just known, they’re respected. That’s why she launched the Rural Breakfast Club, a space where future teachers gather at on Friday mornings to talk about rural education and eat donuts—reviving a tradition Glidewell used to do with her middle school students.

“I piloted a survey in 2023 here at �鶹��Ѱ��Boulder to see what our pre-service teachers know and think about rural education,” said Glidewell. She was shocked to learn that they knew very little and didn’t think much about it.

“Given that nearly 85% of school districts in Colorado are rural, many of those districts experience severe and continual teacher shortages, and the intersectionality of some of these districts being in some of the highest poverty counties in Colorado and the United States...I felt like I had to do something.”

The breakfast club has since become a small but mighty community, diving into everything from social justice in rural contexts to dismantling stereotypes. Eventually, the group will create a product to promote rural education on campus.

Glidewell originally dreamed of running a field program—Teaching Science in the San Luis Valley—to bring pre-service teachers to rural schools to learn “what science education looks like when you have small class sizes, access to the outdoors and an environment where the school is the heart of the community.” But funding challenges shifted her plan. Instead of bringing students to the valley, she brought the valley to CU.

“It still makes my guts churn that I had to leave my students,” she said. “But I told myself I’m going to bring badass teachers back to them.”

Glidewell's work is personal, purposeful and packed with pride, just like the slides she prepares for class.

“I spend way too much time making them beautiful,” she said. “I know the content is more important than the appearance, but I can’t help myself. I'll spend way too much time on colors, pictures, finding the perfect gif...it's really inefficient, but it makes my heart happy.”

Glidewell will fight tooth and nail—and apparently eyeball—to seek joy and stand up for what she believes in. She once got a fishhook in her eyeball. Yes, really.

In between research, club meetings and dreaming big for rural kids. Glidewell finds joy in the little things.

Because for her, teaching isn’t just about the content, it’s about the community, connection and believing that even the most remote corners of Colorado are full of brilliance worth celebrating.

In her own words

Tell me a bit about yourself:

"I am a fourth-year PhD student in Teacher Education and STEM Education at �鶹��Ѱ��Boulder. That’s crazy to say, considering I was the first person in my family to go to college and even to graduate from high school. Before coming to CU, I lived in what some people describe to be “the middle of nowhere”- also known as the San Luis Valley, a magical rural place on the border of Colorado and New Mexico. I highly encourage you to road trip there. Maybe wrestle alligators at the Gator Farm, summit the 14er called Mt. Blanca, see the Sandhill crane migration, learn about the Sangre De Cristo National Heritage Area, or visit the Great Sand Dunes National Park like I used to do with my students. I originally worked with fish, but accidentally became a middle school science teacher. Best accident ever. I taught 7th-grade science along with a slew of other subjects, ranging from dance to chemistry. It was a privilege to teach the students of Monte Vista, and I think about them and miss them every single day. My students are the ones who inspired me to pursue a PhD and become an advocate for rural schools."

Tell me about the Rural Educator Breakfast Club!

"I believe there is magic in rural schools. I've seen it, felt it, experienced it, and loved it. I miss it every day. I piloted a survey in 2023 here at �鶹��Ѱ��Boulder to see what our pre-service teachers know and think about rural education. I was shocked to learn that they knew very little and didn't think much about it. Given that nearly 85% of school districts in Colorado are rural, and many of those districts experience severe and continual teacher shortages, and the intersectionality of some of these districts being in some of the highest poverty counties in Colorado and the United States...I felt like I had to do something. Rural students, families, and communities deserve for these pre-service teachers to know they exist. My hope is that this club can create opportunities for pre-service teachers to come together to learn about rural education. To me, the fact that folks have shown up at 8 am on a Friday morning is amazing, and it honors rural places and people that are often left out of the conversation."

What’s something you’d want people to understand about your research?

"It was really hard to leave my students out in the San Luis Valley, to come here, I had to contribute to the teacher shortages in my area. This is something that still makes my guts churn when I think about it. But I told myself it was going to be okay because I was going to help bring badass teachers back to them. My original goal was to run a field experience called "Teaching Science in the San Luis Valley", where I'd bring a group of pre-service teachers out there to learn about what science education looks like when you have small class sizes, access to the outdoors, and an environment where the school is the heart of the community. But then a reality bomb got dropped on me....money. It turns out, as a doctoral student, the logistics and cost associated with bringing a group of �鶹��Ѱ��students 4-5 hours away just were not feasible for my dissertation. So I had to get creative and instead think about how I could bring rural education to pre-service teachers. That led me to the breakfast club, something I actually used to do with my middle school students, where we got together in the morning, shared donuts, and built community. I rekindled this memory and retooled this idea to work for pre-service teachers, where we get together, still with donuts, but build community through having conversations about rural education. It's been a small but mighty club so far, and our conversations have been richer than I could have dreamed of. So far we have spent time blowing up stereotypes, discussing why rural education needs to be included in conversations around social justice, sharing ideas on how rural education could be incorporated into teacher education courses, exploring the challenges and benefits of teaching in rural schools, and we are going to end by creating some type of product that helps promote rural education to pre-service teachers here on campus. These conversations have been inspired and driven by club members' questions, which is really cool."

What’s your motto?

"Nothing, what's a motto with you! JK- Sorry, I couldn't help myself."

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Graduate Students

Meet Anahi Quintana, advancing equity for bilingual learners and their futures

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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 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

In her own words

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THE PRINCIPAL:
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