2026 Outstanding Graduates

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

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

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

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

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

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

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

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

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

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

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

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

Kopsick is looking forward to staying at CU �鶹ӰԺ this fall as a postdoctoral fellow.

In his own words

1) Please tell us a bit about yourself:

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

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

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

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

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

3) What does graduating from CU �鶹ӰԺ 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 �鶹ӰԺ community.

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

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

5) What are your next steps after graduation?

I’m fortunate to be staying at CU �鶹ӰԺ 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 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 �鶹ӰԺ 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 �鶹ӰԺ community has been such a joy and I am thrilled at the opportunity to continue to serve them directly,” said Jackson.

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

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

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

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 �鶹ӰԺ Public Library District reaffirmed for me that I am truly meant to be a teacher; connecting with young learners and their families in our �鶹ӰԺ community has been such a joy and I am thrilled at the opportunity to continue to serve them directly. I chose CU �鶹ӰԺ because I knew how committed this program is to ensuring that all students receive equitable, justice focused educational opportunities.

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

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

What does graduating from CU �鶹ӰԺ represent for you or your family/community?

Graduating from CU �鶹ӰԺ 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 �鶹ӰԺ 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 �鶹ӰԺ 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 CU �鶹ӰԺ and particularly the Certificate track in "Cultivating Compassion in Ourselves and Our Schools," which turned out to be a transformative decision, he said.

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

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

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

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

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

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

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

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

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

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

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

In his own words

Please tell us a bit about yourself

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

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

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

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

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

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

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

What does graduating from CU �鶹ӰԺ represent for you and/or your community?

Graduating from CU �鶹ӰԺ 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ӰԺ community in meaningful ways, and if given the opportunity in the future, I would love to be part of this university. It has been a place where I have grown so much, and I believe it is also a place where I can continue to grow and give back. That is something I truly pray for.

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

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

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

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

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

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

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

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

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

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

Using innovative strategies and an intervention method originally developed here at CU �鶹ӰԺ, 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 CU �鶹ӰԺ as an undergraduate in EBIO and Education played on these interests and led me to the Learning Sciences and Human Development MA program, where I was able to deepen my understanding of what it means to support all learners in the classroom. This passion grew into a focus on neurodivergent representation in education and AI literacy, areas I believe are increasingly inseparable as technology shapes how we teach and learn. I chose CU for both my undergraduate and graduate careers because this school not only fosters academic curiosity but also gave me the chance to build a community of incredible peers and professors who push me to think bigger.

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

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

What does graduating from CU �鶹ӰԺ represent for you or your family/community?

Graduating from CU �鶹ӰԺ 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.

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

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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 CU �鶹ӰԺ 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 CU �鶹ӰԺ that you’ll carry with you into the next chapter?

One of the most important reminders for me throughout my time at CU �鶹ӰԺ 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 CU �鶹ӰԺ 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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Meet Esperanza Zárate, a passionate bilingual educator and the 2026 School of Education Outstanding Graduate

Ichigo Takikawa — Fri, 24 Apr 2026 17:53:55 +0000

Meet Esperanza Zárate, a passionate bilingual educator and the 2026 School of Education Outstanding Graduate Ichigo Takikawa Fri, 04/24/2026 - 11:53

Esperanza Zárate always liked working with kids—from coaching summer soccer camps to volunteering at local elementary schools. Now graduating with her elementary education degree, she is ready to continue this passion through her own classroom.

Zárate, who received the School of Education Outstanding Contributions to Leadership in Education award and Outstanding Overall Undergraduate award, attributes her success at CU �鶹ӰԺ to finding her community through friends and family.

“Being one of the eight people of color in my program, it felt isolating at times,” said Zárate. “The impact that being around people who genuinely want to see you succeed and want to support you is amazing.”

For Zárate, a critical lesson she learned was the importance of advocating for herself and her community.

As an undergraduate, Zárate launched CU �鶹ӰԺ’s new chapter of the Bilingual Education Student Organization (BESO), a national organization with chapters across the country. While students in the elementary education program learn about bilingual education in their coursework and earn an endorsement in Culturally and Linguistically Diverse Education, she noticed the need for a space where future teachers could connect and reflect together.

Students in BESO are committed to advancing bilingual education, supporting emergent bilingual students and connecting with the local community through events. For the last two years, the BESO group has participated in the Dia del Niño community event hosted by the �鶹ӰԺ Museum of Contemporary Art. Last year, they helped kids construct their own alebrijes and shared where the tradition comes from. This year, helped kids visually portray their own identities as constellations.

“[Esperanza] embraces a holistic view of bilingualism, recognizing students’ diverse language repertoires and lived experiences as assets in the classroom,” said Katie Leigh, director of elementary education and one of her award nominators.

“In her work with emergent bilingual students and their families, she models this asset-based stance by affirming students’ identities and nurturing their potential in ways that reflect the same vision she advances through her leadership of BESO.”

After graduation, Zárate will bring her knowledge and passion to a dual language school in Edgewater, Colorado as a sixth grade teacher and teach the Spanish component classroom.

In her own words

1) Please tell us a bit about yourself:

I am from Lakewood, Colorado. I am very family-oriented, so being close to home influenced part of my decision to go to CU �鶹ӰԺ. I have worked with kids for a long time: I was part of a club in high school where we would visit our nearby elementary school and build relationships with young students and I coach soccer camps every summer for third to fifth graders. Children are the most interesting, intelligent, curious and caring people—working with them is so rewarding.

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

The importance of advocating for myself and my community.

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

Being one of the eight people of color in my program, it felt isolating at times. But finding support in my community through friends and family is what got me to this point. I am proud of everything that I have accomplished, and I know I have made my family proud too.

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

Find your community! The impact that being around people who genuinely want to see you succeed and want to support you is amazing!

5) What are your next steps after graduation?

I will be working at a dual language school (Edgewater Elementary) as a sixth grade teacher and teach the Spanish component classroom.

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Meet Alyssa Shappee, a future high school science teacher ready to step into the unknown

Isabella Del Barco — Wed, 22 Apr 2026 18:58:34 +0000

Meet Alyssa Shappee, a future high school science teacher ready to step into the unknown Isabella Del Barco Wed, 04/22/2026 - 12:58

Isabella Del Barco

“I was drawn to the School of Education because of its emphasis on equity, hands-on learning and preparing teachers to build meaningful relationships with their students,” said Shappee, the 2026 School of Education Outstanding Contribution to Teaching award recipient.

“Through classroom observations, lesson planning artifacts and mentor feedback, Shappee has demonstrated a strong commitment to equity- and justice- seeking science teaching, reflective practice and engaging students in scientific practices to figure out scientific ideas," said Will Lindsay, associate teaching professor and Shappee's award nominator.

She is now more than ready to begin her teaching career, and carry those experiences with her in her future classroom.

“Alyssa is an exceptional preservice science teacher whose instruction consistently engages students in meaningful scientific sense-making,” said Lindsay.

Shappee found that success isn't about having a perfect plan, but rather it is about showing up, taking chances and learning to trust in yourself.

“It’s okay to not have everything figured out, and sometimes the best growth happens when you step into the unknown,” Shappee said.

“There were times where I felt uncertain or out of place, but leaning into those moments, being curious, and trying anyway often led to the experience that mattered most.”

She hopes to carry those lessons of curiosity, resilience and embracing uncertainty as she begins teaching high school science in the fall. She is also excited to begin coaching a high school dance team.

In her own words

Please tell us a bit about yourself

I grew up in Colorado, so I was fortunate enough to know the reputation CU has for a strong sense of community, and how beautiful the campus is. I came into college knowing I was passionate about science, but it was through my experiences at CU that I realized I wanted to pursue education. I was really drawn to the School of Education because of its emphasis on equity, hands-on learning, and preparing teachers to build meaningful relationships with their students, values that have shaped the kind of educator I hope to be.

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

One of the most significant lessons I’ll carry with me from my time at CU �鶹ӰԺ is that it’s okay to not have everything figured out, and sometimes the best growth happens when you step into the unknown. There were times where I felt uncertain or out of place, but leaning into those moments, being curious, and trying anyway often led to the experiences that mattered most. CU �鶹ӰԺ taught me that success isn’t just about having a perfect plan; it’s about showing up, taking chances, and learning to trust yourself along the way. Those lessons about resilience, curiosity, and embracing uncertainty, are the ones I’ll carry with me into whatever comes next.

What does graduating from CU �鶹ӰԺ represent for you or your family/community?

To me, graduating from CU �鶹ӰԺ represents stepping into a new chapter with confidence and purpose. My time here challenged me in ways I didn’t always expect and helped me grow into someone ready to make an impact in my classroom and community.

This moment is just as much my family’s as it is mine, because their love, encouragement, and sacrifices made this journey possible, and graduating feels like a celebration of all we’ve accomplished!

What is your best piece of advice for incoming students?

Be open to new opportunities! Try new things, talk to new people, join that random club, go to that event, even if it’s a little scary. Some of the best experiences, the ones that stick with you and teach you who you really are, come from the moments you didn’t expect at all. Never underestimate the power of simply being willing to try!

What are your next steps after graduation?

After graduation, I am excited to begin my career teaching high school science in the fall. Beyond the classroom, I will also be coaching a high school dance team! I can’t wait to connect with my students and create a classroom where they feel supported and challenged. I’m also looking forward to contributing to the school community and continuing to learn as an educator and from my colleagues.

Alyssa Shappee came into college with one big thing in mind: that she was passionate about science. However, it was through the many experiences that she went through at CU �鶹ӰԺ where she realized that she wanted to pursue education. “I was drawn to the School of Education because of its emphasis on equity, hands-on learning and preparing teachers to build meaningful relationships with their students,” said Shappee, the 2026 School of Education Outstanding Contribution to Teaching award recipient.

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Meet Jinjae Han, a future teacher who brings authenticity, vulnerability, an asset-based mindset and joy to her communities

Isabella Del Barco — Wed, 22 Apr 2026 18:36:11 +0000

Meet Jinjae Han, a future teacher who brings authenticity, vulnerability, an asset-based mindset and joy to her communities Isabella Del Barco Wed, 04/22/2026 - 12:36

Isabella Del Barco

Growing up in Aurora, Colorado, Jinjae Han had originally decided on CU �鶹ӰԺ because she wanted to stay close to my family. Now, Han is grateful to have picked �鶹ӰԺ.

As a senior in high school, Han wasn't sure on what she wanted to do. At CU, she ended up switching majors into Middle and High School Teaching. After a conversation with her mother, she was reminded of her career of choice as a kid: wanting to be a teacher.

Han, the 2026 Outstanding Contribution to Community Engagement award recipient, is now student teaching. At her school, she quickly built strong relationships with her students and has numerous opportunities to learn.

“She recognized the importance of seeing students as whole humans with lives and communities outside of the school, which meant paying attention to and being aware of how ICE raids were directly and indirectly impacting her students’ lives,” said Ashley Cartun, director of secondary humanities, associate teaching professor and award nominator for Han.

“She also embodies commitments to justice and equity in her approaches to curriculum and pedagogy. For example, she designed a unit for her students that was explicitly designed to incorporate primary sources of African Americans to question dominant narratives about Reconstruction in the United States. Those who are lucky enough to enter Jinjae’s orbit get to experience the authenticity, vulnerability, asset-based mindset and joy she brings to her communities. ”

Han enjoys growing interdisciplinary connections and during her time at CU, she regularly attended extracurricular ethnic studies events on campus and engaged with communities outside of CU to grow and learn.

Currently for her Practitioner Inquiry Project project, Han is investigating how cultivating peer-to-peer relationships contributes to a caring and democratic classroom community. She hopes she can find a teaching job either in a middle or high school.

Han's advice for students and fellow future teachers? “Don't let perfectionism keep you from enjoying the experience of learning.”

In her own words

Please tell us a bit about yourself

I am from Aurora, CO and I decided on CU �鶹ӰԺ because I wanted to stay close to my family. However, I am so grateful to have picked CU. Initially, as a senior in high school I wasn't sure what I wanted to do, and eventually I switched from the major I applied for and decided to pursue teaching. When I talked to my mom about it she told me that when I was little I used to say I wanted to be a teacher.

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

In some ways, CU �鶹ӰԺ has taught me more about other people than it has about any sort of curriculum. I am so grateful for having met so many lovely people here. I am also grateful to have learned how to better interact with and be a safe person for students. College gives opportunities for so many different kinds of human connection, and my time at CU has really shown me what to prioritize.

What does graduating from CU �鶹ӰԺ represent for you or your family/community?

Honestly my mom deserves this degree almost more than me. I could have never done this without her unwavering support and reassurances. I love her so much and am grateful for her. Additionally, I am Asian American and can say that I have only ever had one teacher that looked like me. In my experiences at CU this has been reinforced by the fact that I am one of a handful of students of color in the program.

What is your best piece of advice for incoming students?

Don't let perfectionism keep you from enjoying the experience of learning.

What are your next steps after graduation?

I would really love a teaching job somewhere, either in middle or high school.

Growing up in Aurora, Colorado, Jinjae Han had originally decided on CU �鶹ӰԺ because she wanted to stay close to my family. Now, Han is grateful to have picked �鶹ӰԺ. Han is the 2026 Outstanding Contribution to Community Engagement award recipient.

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