Educational Foundations, Policy and Practice

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 CU Boulder 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 CU Boulder 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 CU Boulder that you’ll carry with you into the next chapter of your life?

I learned a lot about generosity during my time at CU Boulder. 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 CU Boulder represent for you or your family/community?

My family is very proud that I will graduate from CU Boulder. 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 CU Boulder 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 CU Boulder'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 CU Boulder. 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 CU Boulder 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 CU Boulder 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 CU Boulder represent for you or your family/community?

Graduating from CU Boulder 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 CU Boulder. 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 CU Boulder 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 CU Boulder 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 CU Boulder 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 CU Boulder 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 CU Boulder. 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 CU Boulder 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 CU Boulder 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 CU Boulder 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 CU Boulder represent for you and/or your community?

My family is proud of my accomplishments.”

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Meet Justin Boos, tribal school founder and educational equity campaigner

Anonymous — Mon, 03 May 2021 17:13:00 +0000

Meet Justin Boos, tribal school founder and educational equity campaigner Anonymous (not verified) Mon, 05/03/2021 - 11:13

The need to sustain the Comanche language and culture has always been at the heart of Justin Boos’ 20-plus-year career working with and for Native American tribal members.

Forever focused on education equity, Boos has been a director for Comanche Nation Workforce program, an Education Specialist for the Comanche Nation Office of Higher Education, a middle school teacher, and a leader of Upward Bound programs at Fort Lewis College, Cameron University and CU Boulder. A national program, Upward Bound at CU Boulder serves Native and Indigenous students from over a dozen tribal communities across the United States.

My experiences within the CU Boulder EFPP program helped make me aware of how the standard American public-school curriculum has maintained race, class, and gender divisions within society through the use of the hidden curriculum. As a result, I have used the knowledge gained from the program to help establish a tribally controlled charter school in southwestern Oklahoma that will attempt to decolonize Native American education by promoting Comanche culture and language."

In 2006, Boos was the Assistant Director for CU Boulder’s Upward Bound program when his then-supervisor and mentor encouraged him to apply to the nationally ranked Educational Foundations, Policy and Practice (EFPP) master’s degree program in the CU Boulder School of Education to allow him to more effectively serve Upward Bound and Native students.

“My experiences within the CU Boulder EFPP program helped make me aware of how the standard American public-school curriculum has maintained race, class, and gender divisions within society through the use of the hidden curriculum,” Boos said.

“As a result, I have used the knowledge gained from the program to help establish a tribally controlled charter school in southwestern Oklahoma that will attempt to decolonize Native American education by promoting Comanche culture and language.”

Today, Boos is a co-founder of the Comanche Academy, a culturally responsive tribal charter school in his home-state of Oklahoma. He currently serves on the board of the academy and the Comanche Nation Prevention and Recovery Indigenous P.O.W.E.R. Program, and campaigned for the position of Tribal Administrator during the Comanche Nation General Election in the fall of 2020.

Boos brought all of these experiences and more to his education coursework to the benefit of his peers and the program. He drew from his collaborative work with Comanche Academy to become a leader in class discussions and activities, and he regularly shared how decolonizing theories of education helped him be a stronger advocate for tribal education for the Comanche community and beyond.

“Justin has been a standout contributor in our program,” said Kevin Welner, Terri Wilson, and the EFPP faculty members who selected Boos for the 2021 Outstanding Graduate Award in Educational Foundations, Policy and Practice. “He enriched our collective learning by sharing valuable insights from his ongoing community engagement work in his home state of Oklahoma.”

His professors also commended Boos for incorporating this work and framing into his innovative capstone project, which explored how the Comanche Academy school might be equally accountable to Comanche tribal leaders and traditional educational entities.

Now, nearly 15 years since he first enrolled in the Educational Foundations, Policy and Practice program, Boos’ advice for incoming students and education leaders is not to wait to enroll in graduate studies, because of ever increasing family responsibilities. And yet, he is proud of his newly minted master’s degree and its promise for his people, principally his nine-year-old daughter, Kinzee Nokona Boos.

“It took me 15 years to complete my degree, primarily because of the care I had to provide for both my elder mother and pre-adolescent daughter, but it is my hope that earning a master’s degree from CU Boulder will motivate my 9-year-old daughter to pursue higher educational opportunities after high school,” Boos said.

“Also, I plan on utilizing my master’s degree to continue to help the Comanche nation progress, both socially and economically.”

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Meet Meredith Nass, a conscientious community organizer seeking social change

Anonymous — Mon, 11 May 2020 15:02:58 +0000

Meet Meredith Nass, a conscientious community organizer seeking social change Anonymous (not verified) Mon, 05/11/2020 - 09:02

Growing up in Durango, in the rural southwest corner of Colorado, Meredith Nass has sought a worldly perspective to bring to her work as a community organizer and coalition builder.

A graduate of the Bachelor's and Master's Program (BAM) in Ethnic Studies and Education, Nass consistently conveys a combination of courage and humility as she tackles critical questions about the many injustices in our world and how to reimagine our roles as transformative educators and policymakers.

As an undergraduate, Nass studied ethnic studies and women and gender studies while earning a minor in leadership studies and a certificate in the INVST Community Studies Program. Nass was excited and intrigued by the BAM program, which results in bachelor's degree in Ethnic Studies and an MA in educational foundations, policy and practice over five years of study and the opportunity to continue learning, seeking answers, and posing questions about the potential of education as a means for community-based activism and social change, she said.

Nass has worked in community organizing on behalf of a number of causes and what could be considered daunting issues — from expanding voting rights regardless of citizenship status to developing curriculum for students to learn about sexual assault, healthy relationships, consent, privilege, boundaries, and communication in dating relationships.

Despite the urgency and the difficulty of the big issues she confronts, Nass is also kind and caring in all the meaningful ways that make a classroom community warm, generative and humanizing, her professors said. It’s not surprising that Nass authored an ambitious qualitative research study for her capstone project, on how to develop humanizing, race-conscious and critical service-learning programs for students on CU Boulder’s campus. In addition, during the unforeseen circumstances endured this semester due to the national pandemic, she did not simply finish her capstone, she extended herself to others in the program, including her professors, to offer encouragement and support as a peer reviewer, friend, and confidant.

Get to know Meredith Nass, Outstanding Graduate in Educational Foundations, Policy and Practice:

What is one of the greatest experiences or lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

I think the most lessons learned from CU Boulder were from the staff and support networks of the Women and Gender Studies Department, Ethnic Studies, the SOE, and the INVST Program. There are too many lessons learned in all the experiences I had/classes I took from these initiatives, but they absolutely all had a hand in changing the course of my life, for the better I think! Thank you to all!

What is your best piece of advice for incoming students?

The best piece of advice I could give incoming students is to put time and care into making a group of friends to go through the graduate school experience with you. My friends have been so integral to my time here... not only are they important for the processing of experience but they are also the best peer-editors there are!

What does graduating from graduate school represent for you?

Ah, a world of opportunity! I feel that more than anything else, graduating with my Masters represents a responsibility. A responsibility to myself and others to use my degree for all the potentials it holds in the realm of social justice. As a forever learner, I think graduating also represents the beginning of the next opportunity to learn, probably in a very different way than my past 5 years in higher ed.

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

I feel driven by the inspiration of so many around me doing such incredibile, integrated work for creating more just systems and learning environments. My successes in obtaining my degree are undoubtedly due in part to those who continued to motivate me through my time at CU...my pursuits are an expression of my gratitude for my own education.

Growing up in Durango, in the rural southwest corner of Colorado, Meredith Nass has sought a worldly perspective to bring to her work as a community organizer and coalition builder.

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