���Ҵ�ý�ƽ������

As a proud bilingual teacher in her school, Silvia Ortiz exemplifies excellence in teaching, leadership and advocacy for bilingual learners at her school and in her small rural district. Ortiz is a passionate advocate for her mostly Latinx bilingual students as an English Language Development Teacher at Hudson Elementary School in Weld RE-3 School District. 

Always with an open mind, ���Ҵ�ý�ƽ������ graduate Samantha Lane dives into new opportunities and challenges in her life however unexpected they may be. Lane decided to major in Leadership and Community Engagement as she was interested in the community-based, hands-on experiences that the major offered, as well as making a difference in educational spaces. 

Growing up with numerous teachers in her family, Taylor Renquist always knew she wanted to attend ���Ҵ�ý�ƽ������ and become a teacher to make an impact on students. After double majoring in Spanish and Mathematics at ���Ҵ�ý�ƽ������, she came back for a one-year intensive in the MA+ Mathematics Teacher Licensure program. 

Born and raised in Aurora, Colorado, Hasan Elsayed had a love of math and science from an early age. Now as a math and science teacher, he gets to live his dream of empowering students to pursue their aspirations and achieve success.

From her earliest memories, Emma Hoeschler knew she wanted to be a teacher. “I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be,” she said. Hoeschler's teaching focus only began to manifest itself after a pivotal U.S. government class in her senior year provided her with a firsthand experience of the connection that can exist between classroom content and her personal life.

Throughout her academic journey at the ���Ҵ�ý�ƽ������ School of Education, Bethany Morton has demonstrated an unwavering dedication to creating inclusive and supportive learning environments for her students, particularly children from marginalized backgrounds.

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 ���Ҵ�ý�ƽ������ represents sacrifice, growth, and possibilities for myself and for my family.”

With her own unique understanding of being a first-generation student herself, Norma Marquez is a staunch advocate for the many benefits that post-secondary education can provide. Drawing upon her roots as a second-generation American growing up in rural Texas, Marquez recalls the sacrifices, obstacles and challenges her parents and family have faced in trying to make a better life for themselves in the United States. 

After working for the ���Ҵ�ý�ƽ������ Office of Information Technology for six years, Marcus Williams decided to switch careers and enroll in the one-year intensive MA+ Secondary Humanities Teacher Licensure program to become a teacher. 

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, LeFebre taught in Greeley for over 10 years before starting his doctoral studies. He chose to pursue his PhD to work with Professor Rubén Donato, as LeFebre was familiar with Donato’s education historian 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.

A veteran educator with nearly a decade of experience practicing as an elementary school teacher and administrator in New York City, Elizabeth Tetu is well acquainted with the common themes that affect teachers in their first years of teaching. 

“Feelings of overwhelm and failure, a sense of having been inadequately prepared, and a reported lack of support to navigate these experiences,” said Tetu. 

Jessica Valadez Fraire will soon graduate with an Elementary Education degree from the University of Colorado Boulder, but she didn’t set out to be an elementary teacher. 

Her early schooling experiences were “isolating and difficult” as a Brown, bilingual student growing up in largely white, affluent Boulder. 

"(The Elementary Education major) is the perfect path for me, because I think it's super important for students to have teachers who look like them, who speak their language, and who care about their development as people. That's how I see education — a tool for students to negotiate their world and create a better world.”

When Abigail Goldberg graduated with her undergraduate degree in anthropology, she was set to pursue a career in death investigating. An unexpected job during the COVID-19 pandemic, however, changed her whole career course and launched her into teaching.