Educational Foundations, Policy and Practice

Two 91��ý education scholars earn prestigious National Academy of Education/Spencer early career honors

Hannah Fletcher — Wed, 24 Jun 2026 17:43:30 +0000

Two 91��ý education scholars earn prestigious National Academy of Education/Spencer early career honors Hannah Fletcher Wed, 06/24/2026 - 11:43

The National Academy of Education (NAEd) announced recently two University of Colorado Boulder education scholars, doctoral candidate Danielle Aguilar and alumnus Christopher Saldaña, have been selected for two of the nation’s most competitive honors for emerging education scholars.

The NAEd/Spencer fellowships recognize exceptional research and provide funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Aguilar was selected as one of just 35 dissertation fellows nationwide chosen from nearly 500 applicants.

Her dissertation, “From Systemic Rupture to Sacred Space: A Multi-Methods Study of Educational Pushout and Healing,” explores how youth of color who have experienced criminalization and heightened surveillance understand what culture, resistance and healing means to them, including how they understand and reimagine resistance through Indigenous cultural practices.

Working alongside Denver-area youth, Aguilar uses community-based participatory research while also offering “love and dignity to all persons involved in the research process” to examine how community cultural wealth and healing justice frameworks illuminate the wisdom, creativity and knowledge that young people carry. Her work challenges deficit-based narratives about justice-system-impacted youth and seeks to transform the systems that shape many lives.

As a first-generation scholar from a working-class Chicanx family, Aguilar brings strong personal and community commitments to her research and hopes to become a professor at a minority-serving institution, where she can continue to focus on transformative research that uplifts young scholars. She said it’s a deep honor to be a PhD candidate, and she feels an immense privilege that’s rooted in responsibility to her community.

“As a first-generation college student and former Pell Grant recipient, I see the NAEd/Spencer Dissertation Fellowship as a collective endurance and manifestation of ancestral dreams,” Aguilar said. “This fellowship invites me to bring methodological innovation and experiential knowledge to the intersections of youth, carcerality and education. By anchoring my work in QuantCrit, Indigenous ways of knowing and community-based participatory research, I am not just analyzing data but rather working alongside community to untangle the punitive practices that restrict far too many lives.

“This recognition honors the brilliance of my community partner, the deep love and sacrifice of my family and loved ones and the strength and wisdom of ancestors. Here’s to imagining and working towards liberatory futures.”

Additionally, Saldaña, a 91��ý alumnus (PhDEdu’22) and current assistant professor at the University of Wisconsin-Madison, received a 2026 NAEd/Spencer Postdoctoral Fellowship.

Saldaña, who is also a fellow in 91��ý’s National Education Policy Center (NEPC) and host of the NEPC Talks Education podcast, was selected as one of just 25 postdoctoral fellows nationwide from a pool of nearly 500 applicants. His project, “Platform Promises, District Realities: Examining How Organizational Capacity Shapes the Adoption of K–12 Educational Technology,” investigates how school districts navigate the adoption of educational platforms such as Google Classroom, Canvas and ClassDojo.

Saldaña’s work examines whether disparities in school district organizational capacity are creating a new digital divide, one defined not by access to technology but by the ability to manage complex, ongoing relationships with platform providers. His multi-method study aims to deepen understanding of platform-driven inequality and support more equitable technology adoption across districts.

“It’s hard to put into words how grateful I am for the opportunity offered to me by the National Academy of Education and the Spencer Foundation,” he said. “The NAEd/Spencer Postdoctoral Fellowship will give me the time and space to dig into the complex world of education platforms, organizational capacity and district adoption processes.

“I owe an enormous thank you to everyone who has supported me along the way, including my partner, family, friends, mentors and advisors and colleagues. A special shoutout goes out to the 91��ý School of Education, the National Education Policy Center and the Miramontes Fellowship program, all of which offered crucial support during my time as a graduate student.”

NAEd/Spencer fellowships play a vital role in cultivating the next generation of scholars across diverse fields and investing in education research is increasingly important amid declines in research funding.

“Danielle’s and Chris’ research approaches are innovative and deeply needed at a moment when rigorous, transformative education research is more important than ever,” said Amanda Haertling Thein, dean of the 91��ý School of Education.

“These fellowships are more than recognitions—they reflect our school’s national impact in cultivating emerging scholars whose work advances justice, equity and community-rooted approaches to education research. We are proud of Chris and Danielle, and excited about how their work will expand our understanding of the challenges and opportunities facing education today while pointing toward new and important directions for the field.

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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 91��ý, 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 91��ý 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 91��ý 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 91��ý 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 91��ý 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 91��ý 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 91��ý 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 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 91��ý 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 91��ý.

“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 91��ý 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 91��ý 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 91��ý’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 91��ý 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 91��ý 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 91��ý represent for you and/or your community?

Graduating from 91��ý 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 Lex Hunter, a rising scholar whose work is rooted in care, connection and community healing

Hannah Fletcher — Fri, 24 Apr 2026 22:04:04 +0000

Meet Lex Hunter, a rising scholar whose work is rooted in care, connection and community healing Hannah Fletcher Fri, 04/24/2026 - 16:04

Alexis “Lex” Hunter’s advisors put it simply: the field needs more scholars like her.

“Lex is positioning herself to be both a leading theorist and practitioner of community-engaged research,” said her advisors, Ben Kirshner, professor of learning sciences and human development, and Terrenda White, associate professor of educational foundations, policy and practice, who nominated her for the School of Education’s Outstanding Graduate in Community Engagement Award.

“Our field needs more scholars like Lex, who combine radical imagination, communal care and analytic rigor.”

Hunter arrived at 91��ý at age 21, bringing with her lived experiences and learning shaped by family, community and the everyday spaces where wisdom is shared. She is a researcher who not only practices the core values of community engagement—reciprocity and respect for local knowledge—but she is someone who is pushing the boundaries of what community engagement can be. She was a key contributor to two major participatory action research projects, Voices of Healing and Building a Legacy in Engineering, and both reflect her commitments to collaborating with youth and social justice youth organizations to “understand the ways young people in racially marginalized communities interpret and resist injustice, build community and heal from intergenerational trauma through activism and culturally sustaining practices.”...

“I came to CU for my doctoral studies with the desire to study the intersections of youth activism, mental health, and healing with communities of color,” she said. “It has been a blessing to be in Colorado, where the community carries a long and continued legacy of loving, justice-centered, powerful and potent community organizing work…”

Hunter’s dissertation work, which focused on a project co‑designed with Black and Latina femme youth to surface ancestral archives, demonstrates her gift for creating spaces rooted in trust, shared decision‑making and cultural grounding. Her trust in youth is demonstrated in the ways she has centered youth as co‑researchers in academic spaces, for example co‑authoring published work and co‑presenting at several national conferences with youth partners.

For Hunter, her work is inseparable from the relationships that shaped her research.

“I continue to find that the most tender and precious moments—both personally and professionally—happen through connection,” she said. “Whether it was through collaborative projects with youth, grabbing food with friends or being in conversation with mentors, these cherished relationships remind me that shared presence and witnessing are precious.”

Hunter hopes students who follow will stay present to their experiences and seek community to allow themselves to “feel deeply, question boldly.”

After graduation, Hunter will join the University of Cincinnati as an Assistant Professor of Human Development and Community Engagement, to continue working alongside historically marginalized communities and engaging in organizing and social change.

Her mentors consider her a remarkable scholar and person poised to help redefine what ethical, community‑engaged research can be.

In her own words

Please tell us a bit about yourself.

My journey as a learner, educator, and researcher began long before I ever entered graduate school. It began with my family and in community spaces - at the kitchen table, at the park, in my auntie's garden. I came to CU for my doctoral studies at 21 years old with the desire to study the intersections of youth activism, mental health, and healing with communities of color. It has been a blessing to be in Colorado, where the community carries a long and continued legacy of loving, justice-centered, powerful, and potent community organizing work.

What is one of the most significant lessons from your time at 91��ý that you’ll carry with you into the next chapter?

One of the most important reminders for me throughout my time at 91��ý is the importance of slowing down and truly spending time in community. I continue to find that the most tender and precious moments -- both personally and professionally -- happen through connection. Whether it was through collaborative projects with youth, grabbing food with friends or being in conversation with mentors, these cherished relationships remind me that shared presence and witnessing are precious.

What does graduating from 91��ý represent for you and/or your community?

Graduating represents something so much larger than me. It reflects the sacrifices and persistence of the people and communities who continue to carry me. I know my family is proud of me and how I honor our lineage through my work as I sit with deep, unresolved grief, given the atrocities of antiblackness, and work to transform that pain into practices of healing and solidarity alongside community. This moment is not mine alone, as it is part of a continuum of struggle and possibility.

What is your best piece of advice for incoming students?

Stay present to the work and to the world you carry within you. Do not separate your experiences as they are the foundation of your insight, your creativity, and your impact. Allow yourself to feel deeply, to question boldly, and to sit with what is unresolved. Seek community intentionally, and lean into relationships that lovingly challenge, support, and sustain you.

What are your next steps after graduation?

After graduation, I will begin my journey as an Assistant Professor of Human Development and Community Engagement at the University of Cincinnati. I move into this next chapter with a desire to continue building with Black youth and marginalized communities who are engaged in organizing work.

Alexis “Lex” Hunter’s advisors put it simply: the field needs more scholars like her. “Lex is positioning herself to be both a leading theorist and practitioner of community-engaged research,” said her advisors, who nominated her for the School of Education’s Outstanding Graduate in Community Engagement Award.

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The Arc of a Scholar

Tyler Caldwell — Wed, 14 Jan 2026 22:41:14 +0000

The Arc of a Scholar Tyler Caldwell Wed, 01/14/2026 - 15:41 Hannah Fletcher

How Liz Meyer’s Research and Teaching Paves the Way for LGBTQ+ Affirming Teachers, Researchers and Change-Makers

It was standing room only at the South Boulder Library, where all ages gathered for a joyful drag show organized entirely by students from Fairview High School’s Gender and Sexuality Alliance.

Student organizers were inspired by a book from the Title IX book club, co-led by School Librarian Rebecca Kaplan (PhDEdu’16) and School of Education faculty member Liz Meyer (MEdu’97) as part of an outreach project designed to promote public understanding of the value of education.

Denver’s professional drag performers jumped at the chance to work with the students. The show was a testament to the power of youth-led activism and the educators and allies in their corners.

“The show was full of the imagination, audacity and vision of the young people,” said Meyer, professor in educational foundations, policy and practice.

“It’s a delicate balance because we don’t want to put all the weight on the kids to make change. I think about this idea of a snowplow—we make the path for them and clear the way for their work.”

What most parents want for their kids is a world that will love them back.”

Meyer’s teaching and research have embodied that motto. From her early scholarship on anti-LGBTQ+ harassment and bullying to her recent book, Meyer centers policies and practices that build safer, more inclusive schools for LGBTQ+ students and educators.

Her journey is deeply personal. In her first year working at a small winter sports school in upstate New York, Meyer discovered she loved teaching and had found her calling.

However, despite her contract renewal and celebrated teaching, Meyer was abruptly asked to leave at year’s end. She had written an article about supporting gay and lesbian students in a national newsletter for teachers. When the headmaster saw the article, he asked her to resign quietly. She refused and was fired.

That difficult start to her career launched Meyer’s loud, proud and purposeful academic path. She sought her master’s degree at 91��ý. In 2003, she began her doctorate at McGill University, focusing on educational equity, queer theory and learning from teachers’ voices.

At the time, alarming studies documented high suicide rates among gay and lesbian youth, but little was known about what Meyer calls “gendered harassment” in schools. Her dissertation explored how teachers understood their responsibility to interrupt bullying and violence related to gender and sexuality.

The work was groundbreaking, though not always easy. She recalls broadening her research foci at mentors’ urging and even “dequeering” her CV when applying for faculty positions.

When she was invited to apply for the associate dean of teacher education role—the job that brought her back to 91��ý in 2015—Meyer says it was the first time she felt hired for her expertise in LGBTQ+ equity in education rather than in spite of it.

Today, Meyer’s scholarship meets urgent needs to legally and ethically support marginalized students amid resurgent anti-LGBTQ+ rhetoric.

Meyer and faculty colleagues Bethy Leonardi (PhDEdu’14) and Sara Staley (PhDEdu’14) are launching a new mutual aid network to support queer and trans educators in Colorado. Combined with her new book and other efforts, Meyer hopes to connect and uplift educators and allies who unabashedly affirm LGBTQ+ youth.

“Research shows that by supporting our kids for who they are—not harming or shaming them—we can create humans who are more kind, empathetic and loving,” Meyer said. “What most parents want for their kids is a world that will love them back.”

Learn more about Meyer’s work in her new book, Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers.

Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers

by Elizabeth J. Meyer

Get your copy now!

Discover more from Voices, vol. 8:

Cross-Cultural Connections

Associate Professor David Webb's Fulbright Specialist Award took him to the University of South Bohemia in České Budějovice, Czech Republic last year to enhance his math education work, grounded in the real-world experiences of students

The Heart of Public Education: Redefining our Roots

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

Now & Then

When Christie Rolph opened her classroom to a student teacher last fall, she wasn't expecting to see her former student

Return to Voices Volume 8

How Liz Meyer’s Research and Teaching Paves the Way for LGBTQ+ Affirming Teachers, Researchers and Change-Makers

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Two 91��ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

Hannah Fletcher — Mon, 25 Aug 2025 15:21:51 +0000

Two 91��ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships Hannah Fletcher Mon, 08/25/2025 - 09:21

Earlier this year, the National Academy of Education (NAEd) announced two University of Colorado Boulder doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been named recipients of the 2025 NAEd/Spencer Dissertation Fellowship, one of the nation’s most prestigious honors for emerging education scholars.

The fellowship recognizes exceptional doctoral research and provides funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Bristol and Hunter were selected as two of just 35 dissertation fellows chosen by leading education researchers from an extremely competitive pool of over 400 scholars.

Bristol’s dissertation, “Teacher Housing Initiatives: An Embedded Case Study of Race, Place and the School-Housing Nexus,” explores how teachers access to affordable housing intersects with race, space and public education. Through mixed-methods research, including national surveys, interviews and Geographic Information Systems (GIS) mapping, she examines how the increasing precarity of housing experienced by teachers connects to their professional behaviors, struggles, views of work and subsequent accounts and descriptions of their teaching and its impact on their students—many whose families also face housing precarity.

Hunter’s dissertation, “We Have Everything We Need: Ancestral Healing Informing Pathways to Collective Liberation in the Lives of Youth of Color,” investigates how Black/African, Latine and Indigenous youth in community organizing spaces view healing as intimately connected to social justice. Drawing on Black/African extra-colonial traditions and healing justice frameworks, her work challenges Eurocentric models of mental health and offers insights for educators on supporting student well-being through culturally grounded, justice-oriented practices.

Both scholars are doctoral candidates in the 91��ý School of Education’s Educational Foundations, Policy and Practice program. Hunter is also pursuing a dual focus in Learning Sciences and Human Development program.

With the support of the NAEd/Spencer Dissertation Fellowship, both Bristol and Hunter will have expanded opportunities to complete and share their impactful research, which is already contributing to more equitable and justice-centered approaches to education.

Bristol brings a sociological and critical geographic lens to her work, grounded in personal experiences with housing instability.

This support often contributes to life-altering opportunities for the fellows. At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

“Teacher Housing Initiatives are increasing across the country without a thorough examination of their efficacy—or their potential to unintentionally exacerbate the very issues they aim to address,” Bristol said. “With the Spencer Foundation's support, I am able to pursue in-depth, nuanced analysis of teacher housing initiatives: exploring when, where, why and how they may serve as meaningful interventions, and conversely, how they may reinforce existing inequalities.

“This work also contributes to a broader understanding of the evolving role school districts are being asked to play in addressing challenges that extend well beyond the traditional scope of public education."

Hunter's research is informed by cultural memory, storytelling and her identity as a triplet.

“For me this fellowship expands my capacity to continue organizing while carrying out my three-article dissertation in community,” Hunter said. “This research is honoring how our lineages understand healing and collective liberation as a life practice, so receiving this fellowship is an aligned and sacred responsibility.”

Ben Kirshner, professor of learning Sciences and human development added: “I’m thrilled that Lex has received this recognition from the Spencer Foundation and National Academy of Education. Lex’s study is innovative in the way she uses participatory methods to explore the ancestral sources of healing among youth of color. Lex brings theoretical sophistication and a deep ethic of care to her research, which promises to take our field in needed directions.”

Kirshner co-advises Hunter with Terrenda White, associate professor in the Educational Foundations, Policy and Practice program, who is also Bristol’s advisor. Both mentors are excited for what the future holds for Bristol and Hunter.

“This support often contributes to life-altering opportunities for the fellows," said White, a past NAEd/Spencer dissertation fellow herself. "At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

Two doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been selected for National Academy of Education/Spencer Dissertation Fellowships, one of the most prestigious honors for emerging education scholars. Bristol explores how teachers' access to affordable housing intersects with race, space and public education. Hunter investigates how youth of color in community organizing spaces view healing as intimately connected to social justice.

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Meet Derek LeFebre, a PhD outstanding graduate and emerging educational historian shedding light on untold stories in history

Anonymous — Wed, 08 May 2024 15:29:31 +0000

Meet Derek LeFebre, a PhD outstanding graduate and emerging educational historian shedding light on untold stories in history Anonymous (not verified) Wed, 05/08/2024 - 09:29

As an accomplished teacher, emerging educational historian and rigorous scholar, PhD graduate Derek LeFebre demonstrates exemplary passion and commitment to his work.

A Colorado native raised in Aurora, Colorado, LeFebre taught history, science and Spanish in Greeley for over 10 years before starting his doctoral studies. He chose to complete his PhD in Educational Foundations, Policy and Practice at the 91��ý School of Education to work with renowned Professor Rubén Donato, as LeFebre was familiar with Donato’s educational history research into the experiences of Mexican Americans in Colorado. Instead of Colorado, his research, however, focuses on northern New Mexico, where he and his family have deep roots.

LeFebre’s dissertation examines how Hispano education evolved in relation to the Hispano land rights struggle from 1846 to 1919 in Northern New Mexico after the U.S. occupied New Mexico in 1846. His dissertation argues that Hispanos (individuals with multigenerational roots in southern Colorado and northern New Mexico) established schools to defend their land and autonomy, and his research “underscores how Hispano schools strengthened and fueled the land rights struggle during the late nineteenth and early twentieth centuries.”

To complete his research, LeFebre poured over primary source documents from the late nineteenth and early twentieth centuries, including Spanish-language sources by Hispano educators and community members. In doing so, he also found and told stories of educators who became leaders in the struggle for Hispano land rights.

“Derek illustrates early examples of social justice educators in the late 19th century, including principles of social justice unionism, wherein education was oriented toward social change, linguistic preservation, and critiques of power and domination,” said Donato, his award nominator and dissertation advisor.

LeFebre’s outstanding dissertation and commitment to telling these untold histories of a community not well-represented in history is why the Donato nominated LeFebre for the 2024 Outstanding Dissertation Award.

“He is one of the hardest-working students I have advised through my 35-year career in higher education. As a committed and rigorous scholar, Derek has demonstrated to be a remarkable student, instructor, researcher and community member with true critical consciousness of racial inequities within the educational system.”

LeFebre is excited to share his research with relatives and community members who, like his family, have deep roots in northern New Mexico and southern Colorado.

After graduation, LeFebre will begin preparing for the 2024 Western History Association Conference in Kansas City, where he will present on a panel, “Pedagogies of Liberation.” Not only does this graduation represent a significant milestone for LeFebre, it also marks Donato’s retirement after multiple decades. The legacy of scholarship documenting the many powerful contributions of Hispano educators and activists is in good hands as Donato passes the torch, and leaders like LeFebre take up this impactful and overdue scholarship.

In his own words

Please tell us a bit about yourself

I was born in Denver and raised in Aurora, Colorado. All my K-12 schooling experiences occurred in Colorado public schools. I graduated from high school in 1999 and became the first-generation in my family to attend and graduate from a university in 2004. I earned a bachelor's degree in Spanish and master's degree in history from the University of Northern Colorado. I chose 91��ý because I wanted to study the history of education in northern New Mexico with Dr. Rubén Donato.”

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?

I learned a lot about generosity during my time at 91��ý. There were so many generous people who assisted and supported me on the PhD journey. For example, Bill and Connie Barclay funded my dissertation research with a Miramontes Doctoral Scholars fellowship. During the COVID-19 pandemic, there were many generous archivists and librarians who digitized archival sources and opened archival repositories for me. My advisor, Dr. Rubén Donato, was especially generous with his time. He spent hours reading and discussing my dissertation drafts. Finally, there was family. My primos Marc and Ida in Albuquerque hosted me during several research trips, discussed my project, and helped me translate old archival records. My wife, Elizabeth, and my children, Elias and Sylvain, were especially generous as they allowed me the time and space to complete this work. I am inspired by these acts of generosity. In the next chapter of my life, I am excited to be similarly generous to others.”

What does graduating from 91��ý represent for you or your family/community?

My family is very proud that I will graduate from 91��ý. They are proud that I will earn a PhD in Education. Many of my relatives and community members are also excited to read my research about the history of education in New Mexico. I have already shared it with several individuals who, like me and my family, have deep roots in northern New Mexico and southern Colorado.”

What is your best piece of advice for incoming students?

Start writing. Dedicate an hour of time to writing in the early morning. Write at your local coffee shop. Be the first one to order a drink. Get to know the baristas. They should expect to see you every day. Keep a journal. Write a term paper. Compose a letter to your grandmother. It does not matter what you write. It matters that writing becomes a normal part of your daily routine. You will thank yourself for establishing this habit. Writing your dissertation will not be easy, but with a writing routine in place, it will come more naturally. You might even enjoy it. So...start writing.”

What are your next steps after graduation?

After graduation, I will begin preparing for the 2024 Western History Association Conference in Kansas City. I am one of four historians who will present on panel called, ‘Pedagogies of Liberation.’”

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MA graduate Yazmine Patiño is paving the way for first-generation students to come

Anonymous — Fri, 03 May 2024 16:34:55 +0000

MA graduate Yazmine Patiño is paving the way for first-generation students to come Anonymous (not verified) Fri, 05/03/2024 - 10:34

Yazmine Lynette Patiño is passionate about supporting first-generation college students as one herself.

“I’m the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family” she said. “Graduating from 91��ý represents sacrifice, growth, and possibilities for myself and for my family.”

Patiño grew up in the San Francisco Bay Area, but she was drawn to 91��ý's scenic location and the School of Education’s reputation for her master’s studies.

She has been selected as the 2024 Outstanding Master’s Graduate for Educational Foundations, Policy and Practice for her academic performance and her “diligence, thoughtfulness, and excellence in research” that she demonstrated in her classes as well as during her final capstone project. Patiño’s capstone project involved a thorough interviews exploring the experiences of staff members in pre-collegiate programs designed for first-generation and underrepresented students in higher education and it applied theories of community cultural wealth — centering students assets from their families, culture and experiences — and "acompañamiento” — the idea of learning alongside of students.

Patiño’s graduation is only the beginning. She hopes to continue working for the Colorado Department of Education or support first-generation students on college campuses.

In her words

Please tell us a bit about yourself

I'm originally from the San Francisco Bay Area in California, and I moved to Colorado almost two years ago to attend 91��ý. After graduating with my bachelor's, I knew I wanted to return to school for my master's but wasn't sure what I wanted to study or where. I've always had a love for education and learning and loved the idea of being a part of others' educational journeys. With that in mind, I chose to pursue a master's degree in education. Both the beautiful location and the great things I had heard about the School of Education at 91��ý drew me to apply for the master's in educational foundations, policy and practice.

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?

You, especially as a student, will never have enough hours in the day to read everything there is to read on a particular subject. And that's okay. It takes many, many years to become an expert, so as long as you continue to learn and read about the subjects that interest you, you will be okay.

What does graduating from 91��ý represent for you or your family/community?

Graduating from 91��ý represents sacrifice, growth, and possibilities for myself and for my family. I'm the first in my family to receive a bachelor's and now a master's degree, both of which I could not have accomplished without the unwavering support of my family, especially when I decided to move away from home to attend 91��ý. Every educational milestone has also represented the possibilities that are out there for my younger siblings, who now have an older sister to help them through whatever educational pathway they choose to follow.

What is your best piece of advice for incoming students?

I would advise incoming students to make time in their schedule to meet with their professors and advisors at least once every semester. They have such a wealth of knowledge not only about the subjects they teach, but about academia in general that is worth tapping into.

What are your next steps after graduation?

After graduation, I hope to either continue working for the Colorado Department of Education or work on a college campus supporting first-generation students.

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

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

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

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

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

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

Motivated to learn more about educational equity, Wulbrun originally enrolled in graduate school at 91��ý interested in the PhD program in Educational Foundations, Policy and Practice in the School of Education, but she discovered the master’s program was a better fit for her long-term goals as an educational researcher.

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

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

Her journey as an up-and-coming educational researcher is coming full circle with guidance and support of 91��ý faculty mentors, particularly, Terri Wilson and Kevin Welner. Wilson and Welner described Wulbrun, this year’s Outstanding Graduate in Master’s in Educational Foundations, Policy and Practice program, as “an outstanding student… who deeply engaged in her classroom communities, thoughtfully contributing to different class discussions, meeting/collaborating with peers, and supporting new students.”

Wulbrun says she is indebted to their support and her experiences at 91��ý for helping her get one set closer to her dream as an influential educational researcher and leader in advancing educational equity.

In her words:

Please tell us a bit about yourself

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

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

What is one of the lessons from your time at 91��ý that you’ll carry with you into the next chapter?

I met so many great faculty members who turned into strong mentors and learned so much from my classmates who work in other areas of education. Both my professors and classmates encouraged me to pursue the work I wanted to do, even given the short amount of time I spent at CU. Their faith in my work and belief in the value of what I want to do has been such great motivation for my future goals. I was able to pursue a full IRB-approved research project in my one year at 91��ý. I couldn't have undertaken such an endeavor while also taking four classes and applying to PhD programs without the support of my professors.

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

What does graduating from 91��ý represent for you and/or your community?

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

What is your best piece of advice for incoming students?

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

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

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

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Meet Alex Boeding, advocating for more LGBTQ-inclusive school policies that matter to teachers, students

Anonymous — Tue, 03 May 2022 05:09:09 +0000

Meet Alex Boeding, advocating for more LGBTQ-inclusive school policies that matter to teachers, students Anonymous (not verified) Mon, 05/02/2022 - 23:09

Alex Boeding has been a thoughtful and engaged student in all of his School of Education master’s classes while navigating a busy life as a full-time teacher during the COVID-19 pandemic.

Alex consistently demonstrates a strong commitment to the School of Education’s vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher."

His academic work was consistently strong and immediately connected to his desire to improve his teaching and find ways to better support his students.

Boeding engaged in meaningful projects including analyzing his school’s employee handbook from a feminist and queer intersectional lens, a beautiful paper on the invisibility of Chicanx queer identities in Latinx educational spaces, and his capstone paper exploring LGBTQ teacher identity.

In his capstone, he interviewed LGBTQ teachers and represented their words as found poems to explore how LGBTQ teachers understand and navigate coming out at work.

Boeding’s work in Educational Foundations Policy and Practice program builds on existing literature and extends it in ways that matter to classroom teachers, and these contributions are what led to his distinction as the 2022 Outstanding Educational Foundations, Policy & Practice Master’s Graduate.

“Alex consistently demonstrates a strong commitment to the School of Education’s vision for justice and democracy and works to achieve that mission through his careful questions and contributions in class as well as his daily practices as a teacher,” his nominators state. “Congratulations, Alex!”

In his own words

Please tell us a bit about yourself

I live in Denver with my fiancé, and I currently work as a middle school teacher. I chose 91��ý because it had one of the strongest education policy programs, and it was still close to home!”

What is one of the lessons from your time at 91��ý that you’ll carry with you into the next chapter?

One of my professors early on told us that 'learning should do something to you' and that is something I have held close to me, and will continue to hold close as I move to my next chapter.”

What does graduating from 91��ý represent for you and/or your community?

My family is proud of my accomplishments.”

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