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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.

Cherishing her own neurodivergent identity, Heskett believes that 91��ý’s commitment to fostering curiosity and community played a significant role in her school choice.

“[91��ý] 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 91��ý’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 91��ý, 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 91��ý 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 91��ý 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 91��ý represent for you or your family/community?

Graduating from 91��ý 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 University in the program: Educational Theory and Practice - Curriculum and Pedagogy.

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