Literacy Studies

Meet our newest faculty members

Tyler Caldwell — Mon, 19 Oct 2026 20:18:18 +0000

Meet our newest faculty members Tyler Caldwell Mon, 10/19/2026 - 14:18

This year, the �鶹��ý School of Education welcomed our newest faculty members, who bring a variety of experiences and enhance our community of educators and learners. Learn more about them below, and please join us in continuing to welcome them to our school and community.

Alexandria (Ali) Muller is an assistant professor in learning sciences and human development as well as the curator of education at the University of Colorado Boulder's Museum of Natural History.

Muller received her doctorate from the University of California, Santa Barbara in Science Education, and most recently was a postdoctoral fellow at Rowan University.

Muller’s research focuses on bridging learning environments to foster life-long engagement in science, technology, engineering, and math (STEM) with a particular focus on informal spaces such as museums. Her passion for education began during her work within museums such as the Chandler Museum and Biosphere 2.

Why did you choose �鶹��ý and the School of Education?

"I chose �鶹��ý and the SOE because of the focus on interdisciplinary collaborations and community-centered values. The opportunity to work in both the SOE and the Natural History Museum to better serve and work with the Colorado community was a dream come true. Additionally, everyone I have met in the SOE have been the most loving and supportive individuals and I’m excited to grow as a scholar here amongst my brilliant colleagues."

What are you excited about this upcoming year?

"I am most excited to build connections and dream up collaborations between the SOE, Natural History Museum, other �鶹��ý institutions and our surrounding communities. Given that this is a completely new role, I’m looking forward to building a strong foundation and work with my colleagues to create some incredible programs and learning opportunities."

What do you like to do on a day off?

"I like to go on adventures, whether that be exploring a new hiking trail with my dog, Solar, checking out some new eateries/wineries, or attending a Renaissance faire. If it’s been a busy week, I’m also happy to spend time at home cooking, reading a good fantasy book, or crafting."

What’s a fun fact about you?

"I am a certified dive master with over 100 dives under my belt. I first fell in love with diving, oddly enough, in Arizona when I had to get certified to conduct my marine research at Biosphere 2, but since then have enjoyed diving in places such as Mexico, Honduras, and California. My dream is to dive the Maldives and Great Barrier Reef."

Anything else you’d like to add?

"I’m so excited to be a part of the School of Education team and want to encourage everyone to go check out the newly re-opened Natural History Museum which has some great exhibits and places to lounge if you need a change of scenery."

Sophia Hwang is an assistant professor in learning sciences & human development.

Hwang received her doctorate in Applied Psychology from NYU’s Steinhardt School of Culture, Education, and Human Development and completed her postdoctoral fellowship at UC Berkeley’s Center for Prevention Research in Social Welfare.

Informed by her experience as a former high school science teacher, Hwang’s research focuses on: (1) promoting students’ academic, social, and emotional development; (2) improving school and afterschool contexts; and (3) supporting educators’ professional development and wellness. Hwang's research is community-based, conducted via research-practice partnerships, and leverages quasi-experimental, person-centered, or mixed methods.

Why did you choose �鶹��ý and the School of Education?

"I was drawn to �鶹��ý because of the people here who are committed to making a difference in the lives of students and educators by tackling complex problems together. I’m especially excited by the opportunity to collaborate across disciplines, generate practice and policy relevant research, all while centering issues of equity. I’m also faculty at the Renée Crown Wellness Institute and am excited to continue my research on how relationships in schools can support student and educator well-being, alongside colleagues exploring topics of empathy, compassion, and dignity in schools."

What are you excited about this upcoming year?

"I’m excited to support the incredible work already happening at �鶹��ý and also build new research-practice partnerships that support flourishing in educational contexts. Specifically, I am conducting new research at the intersection of social and emotional learning and mindfulness in schools, as well as creating more applied learning opportunities for students in K-12 and higher education systems."

What do you like to do on a day off?

"My partner and I recently welcomed our first child! A day off looks like strolling at leisurely pace, exploring local parks and playgrounds, and reading board books in the voice of Cookie Monster."

What’s a fun fact about you?

"I love food coops (my favorite shift is restocking eggs!), CSAs, and bulk buying food groups. I’m looking forward to discovering Boulder’s local food scene and getting involved in the community!"

Lightning Jay is an assistant professor of literacy and social studies education.

Prior to coming to �鶹��ý, Jay completed his doctorate at the University of Pennsylvania's Graduate School of Education and was faculty in the Department of Teaching, Learning, and Educational Leadership at Binghamton University, SUNY.

A former elementary, middle, and high school social studies in Brooklyn, NY and Minneapolis, MN, Jay is now a teacher educator and researcher who works to ensure that all students have access to high-quality, authentic, and relevant social studies instruction. Jay's research weaves together work on democratic education, teacher preparation, social studies curriculum, and classroom discourse. He is interested in how teachers and students learn to have difficult but conversations about history, justice, and the future.

Why did you choose �鶹��ý and the School of Education?

"I chose �鶹��ý because its School of Education is internationally recognized as being on the cutting edge of research and practice. It's a place where people come to become great teachers, to produce world-changing research, and to shape the future of education. It's an honor to be part of these exciting conversations and to work with such dynamic colleagues and students."

What are you excited about this upcoming year?

"This year I'm excited to immerse myself in building community in Boulder and Colorado. I've spent much of my life on the east coast and this is a new context for me. I'm looking forward to learning about the schools, students, and teachers here so that I can be a more effective partner."

What do you like to do on a day off?

"When I'm not working, I hope to be spending time with my family, dribbling a basketball, and eating all the best food Colorado has to offer."

This year, the �鶹��ý School of Education welcomed our newest faculty members, who bring a variety of experiences and enhance our community of educators and learners. Learn more about them and what they are looking forward to most as we continue to welcome them to our school and community.

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The Experience of Seeing Yourself

Tyler Caldwell — Wed, 15 Apr 2026 20:36:19 +0000

The Experience of Seeing Yourself Tyler Caldwell Wed, 04/15/2026 - 14:36 Adam Crawley

Advocating for LGBTQ+ Children’s Literature in Schools and Libraries

I was invited to serve as a guest editor in 2025 for a themed issue of The Dragon Lode, a journal of the Children’s Literature and Reading special interest group of the International Literacy Association. The issue focused on LGBTQ+ affirming literature for children and adolescents, identifying several such books and their use in classrooms.

Particularly, we highlighted the 20th anniversary of And Tango Makes Three, a picturebook by Justin Richardson and Peter Parnell based on the true story of two male penguins who fostered a chick in New York City’s Central Park Zoo. The book is significant because it was one of the first LGBTQ+ affirming children’s books produced by a large publisher, Simon & Schuster, thus signaling such companies’ endorsement and distribution of LGBTQ+ depictions for young audiences at a wider scale.

Since its publication, Tango has repeatedly surfaced on the American Library Association’s annual “Most Challenged Books” list, and the book remains the subject of censorship debates in public schools (e.g., “Florida Court Rejects Free Speech Argument in Book Removal Case,” October 1, 2025, The New York Times).

On a personal note, I first encountered Tango in my early 30s, when I was enrolled in a graduate-level children’s literature course. It was the first children’s book I encountered with a same-sex relationship. Although the characters were penguins, I recall being so struck at finally seeing my gay identity not only reflected but validated in a children’s book.

Tango fueled my academic interest to discover other LGBTQ+ affirming children’s books, analyze their content and explore how educators use or censor them in schools and libraries serving elementary youth.

These areas of inquiry have propelled my scholarship as well as my teaching and professional service over the past 15 years.

Serving as The Dragon Lode guest editor inspired me to reflect on my childhood and elementary-educator experiences, especially as someone who feared discrimination from parents, colleagues and administrators as a closeted gay man teaching in the rural U.S. South.

Similarly, I recognize that even for educators committed to social justice, including LGBTQ+ affirming children’s books in the curriculum is often unchartered or precarious territory, particularly in the current sociopolitical moment.

In the School of Education, one course I teach is “Children’s Literature and Literacy Engagement in Elementary Schools,” which is taken by undergraduate elementary education majors along with students from across the university. Although we include an array of classic and contemporary texts—that center culturally and linguistically diverse representations —across the course, I intentionally include Tango and other LGBTQ+ affirming stories.

We also explore how to navigate such books’ censorship, including when districts implement opt-out policies and outright bans.

Through my research and teaching, I want to equip our current and future educators to include and advocate for such stories, and I want them to see their or their loved ones’ identities validated through the books we read.

It can be isolating for people of all ages to not see themselves represented in books and other media. We discuss how that not only affects people socially and emotionally but also how it can affect people’s relationship with reading.

On my bookshelf

Beyond Tango, below here are five LGBTQ+ affirming picturebooks I recommend. Additionally, the annual Rainbook Book List produced by the American Library Association is a helpful resource for discovering high-quality children’s and adolescent literature endorsed by educators and librarians:

Rainbook Book List

Mommy, Mama, and Me

by Lesléa Newman (Author), Carol Thompson (Illustrator)

Pride: The Story of Harvey Milk and the Rainbow Flag

by Rob Sanders (Author), Steve Salerno (Illustrator)

The Bi Book

by A.J. Irving (Author), Cynthia Alonso (Illustrator)

When Aidan Became a Brother

by Kyle Lukoff (Author), Kaylani Juanita (Illustrator)

When We Love Someone We Sing to Them: Cuando Amamos Cantamos

by Ernesto Javier Martínez (Author), Maya Christina Gonzalez (Illustrator), Jorge Gabriel Martínez Feliciano (Translator)

Join us at the Children's Book Festival

The annual Children’s Book Festival, co-hosted by the �鶹��ý School of Education and the Boulder Bookstore, invites teachers, students, families, librarians and all who enjoy children’s literature. The festival brings authors and illustrators to local schools and classrooms to foster a love of reading, engages the School of Education’s students in creating educational literacy resources for teachers and hosts a free community event with educational and family-friendly sessions led by renowned authors and illustrators.

Learn more about the Children's Book Festival

Discover more stories from Voices, vol. 8:

Running with Ralphie

Meet two Education Buffs that are a part of one of �鶹��ý's most cherished and recognized traditions

The Arc of a Scholar

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

Best Wishes to Retiring Faculty

Please join us in recognizing our faculty who retired recently and learning more about their next steps

Return to Voices Volume 8

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Meet Ashley Cartun, a teacher educator and literacy scholar who deeply believes in the power of public education and the communities that sustain it

Isabella Del Barco — Mon, 16 Mar 2026 18:28:54 +0000

Meet Ashley Cartun, a teacher educator and literacy scholar who deeply believes in the power of public education and the communities that sustain it Isabella Del Barco Mon, 03/16/2026 - 12:28

Isabella Del Barco

Ashley Cartun brings her whole self to her work and she hopes others feel empowered as well. As the Director of Secondary Humanities and an Associate Teaching Professor in Literacy Studies, she is focused on preparing future English and Social studies teachers, working alongside schools and mentor educators across Colorado in order to achieve that goal. Ashley is also a mom of two, a partner of a basketball coach and a proud buff; cheering at games, attending campus events and in classrooms.

“At my core, I’m endlessly curious, deeply relational, and committed to work that is both intellectually rigorous and rooted in care.”

Before working at the School of Education, Ashley was a high school English teacher, with the strong belief that stories change people. For Ashley, “Reading and writing open doors to possibility, help us see ourselves and one another more clearly and give us language for who we are and who we hope to become.”

“Teaching English felt like a way to stand at the intersection of literacy, humanity and liberation every single day”

Now, not only does Cartun work at the School of Education, but has also found a way to give back to the community and center her well-being as a means for doing impactful and inspiring as well as challenging work in education.

In 2023, Ashley was diagnosed with Triple Negative Breast Cancer before the age of 40, an experience that reshaped her own understanding of health, community and care. During her treatment, Cartun began to notice how so many fellow educators and community members were navigating similar journeys, often quietly and wishing for more support. For her own healing, Cartun began to attend sound baths at her cancer center: a form of integrative therapy that involves listening to and feeling the vibrations produced by instruments such as gongs or chimes. Sound baths are a deeply relaxing experience, meaningful for those who are navigating stress, burnout, caregiving, illness or simply any demand of their busy lives. During a sound bath, Ashley says that “participants rest comfortably while immersed in live, resonant sound created with instruments such as singing bowls and chimes.

“There is nothing to perform or ‘get right;’ the invitation is simply to pause, breathe and receive.”

For Cartun, the sound baths not only helped with her own healing, but also reminded her of the profound role music and stillness can play in restoration.

Now, she has found a way to give back to her beloved �鶹��ý community which has supported her. She now offers monthly sound baths through the CALM Center at the CU Art Museum. This event is open for free to �鶹��ý faculty, staff, students and the general public. It has allowed for her to not only give back to the community but also create space for rest, reflection and connection for anyone who needs it. Sessions are typically held on every third Thursday, with an additional select Wednesday offering from 12:15-12:45 p.m. We invite you to join Cartun for an upcoming soundbath at the CU Art Museum. You can find dates and times at the Calm Center calendar.

For Cartun, “offering these sound baths is a way of giving back to the community that held me; creating moments of restoration, connection and collective care in a world that rarely slows down.”

In her own words

Tell us about yourself

“I serve as the Director of Secondary Humanities at �鶹��ý, where my colleagues and I prepare future English and social studies teachers and work alongside schools and mentor educators across Colorado. I’m also a mom of two, a partner to a basketball coach and a proud Buff; you’ll often find me in classrooms, at campus events or cheering from the stands.”

What do you do in the School of Education?

“I’ve been part of the School of Education community since beginning my doctoral studies in 2011, and today I am a proud faculty member, serving as an Associate Teaching Professor in literacy studies and as an affiliate faculty member in the Teaching, Learning, and Research & Practice program. I work closely with future English language arts and social studies teachers, mentoring, teaching and partnering with schools to support their development as thoughtful, equity-minded educators. I also collaborate with mentor teachers and alumni, support doctoral students and build partnerships that strengthen pathways into the teaching profession. It is, quite honestly, my dream job; I get to spend my days helping future teachers step into work that matters.”

What are you currently researching?

My research centers on justice-oriented teaching in the Humanities and on the emotional and relational dimensions of learning to teach. I’m especially interested in how affect, well-being and community shape teacher preparation and long-term sustainability in the profession. Working with K-12 schools and state partners to build pathways into teaching and strengthen support for educators across their careers fuels my soul. At its core, my scholarship asks a simple question: what do teachers need to thrive, and how do we design preparation and partnerships to make that possible?

What is your dream trip?

“One of my dream trips actually came true last year when my family and I traveled to Australia. We explored different parts of the country, visited the Australia Zoo founded by Steve Irwin and even got to swim in the Great Barrier Reef.”

What are some of your favorite small joys in life?

“Some of my favorite moments are the simple ones; singing and dancing in the kitchen with my daughters while we’re cooking dinner. Those little everyday moments of joy and laughter are the ones I treasure most.”

What is a fun fact about yourself?

“I’m also a huge donut enthusiast. If there’s a good local donut shop within a mile of me, I will absolutely find it and am always looking for recs. Life is better with good donuts”

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Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth

Anonymous — Wed, 26 Apr 2023 14:41:29 +0000

Meet Haydn Crouse, a lifelong learner devoted to her students, personal growth Anonymous (not verified) Wed, 04/26/2023 - 08:41

Haydn Crouse had several years of experience teaching in elementary schools and a solid undergraduate underpinning, when she realized she wanted to “become a better teacher for my students.”

Crouse, a kindergarten teacher in the St. Vrain School District, enrolled in the Literacy Education Master’s program a �鶹��ý to better support her students’ literacy education and grow as a teacher, and her experience in graduate school fulfilled that dream and more.

“This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program, so I could learn, grow, and continue to become the best teacher I could be,” she said.

A reflective and thoughtful educator, Crouse is motivated to support striving readers, as she makes sense of her own trajectory and supports she received as a student herself.

She draws from her professional development and graduate studies in culturally and linguistically diverse education and her master’s courses in literacy to build meaningful literacy communities for diverse readers. Throughout her coursework, Crouse’s assignments and interactions with colleagues showcased a commitment to asset-based literacy instruction, building from and honoring the cultural backgrounds in her classroom, her faculty nominators said. Many of her students come from different regions, countries, and linguistic backgrounds, starting school in the U.S. in Longmont. Crouse is able to translate research around evidence-based instruction into responsive literacy instruction, assessment, and feedback that accounts for the different strengths and areas of growth in her classroom community.

In addition, Crouse engages in collaboration with colleagues as a thoughtful listener and peer coach, in ways that keep students as the focus. She often shares her own experiences as a learner and about how she is growing as an educator—integrating what she is learning in ways that impact her daily classroom teaching.

When she crosses the stage at graduation, Crouse will be the first person in her family to earn a master’s degree. She plans to use the tools and knowledge she gained through graduate school to make a positive impact in the lives of her students and their educational experiences. She hopes other teachers will follow in her footsteps and find a graduate program that complements their continual growth as teachers.

“As a teacher who is working towards their master’s degree, you are in the most incredible position possible,” she said. “You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgmental professors and colleagues as a soundboard. Although teaching and receiving a master’s degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously.”

In her own words

Please tell us a bit about yourself

I am a fifth year kindergarten teacher who grew up in Louisville, Colorado surrounded by a family filled with love and support. For as long as I can remember, I have wanted to be a teacher. I cannot help but feel that being an educator is what I am meant to do and how I am meant to impact others in life. My greatest aspiration when applying to and beginning the Curriculum and Instruction - Literacy Education program at the University of Colorado Boulder was to become a better teacher for my students.
When I began this program, I was in my fourth year of teaching, first teaching 3rd grade for two years and then moving both states and grade levels to teach kindergarten. Although I believe I received an incredible education in my undergraduate program, I knew there was a lot more I could learn about how to support my students in literacy. This, coupled with the experiences I had as a child who struggled with reading, gave me a strong desire to attend a Literacy Education program so I could learn, grow, and continue to become the best teacher I could be. The University of Colorado Boulder fit my desire to learn about educational literacy research-based practices while also having the opportunity to choose courses outside of the literacy education track that support my desires to become a well-rounded teacher. CU's continued advocacy for diversity and inclusion was also appealing to me, as I could keep these at the forefront of my learning and teaching throughout the program."

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

Throughout my teaching career, I have always known that education is an ever-evolving field. My program at �鶹��ý has taught me the value in educating myself in research-based educational practices. Adopting new practices in teaching requires a balance between keeping an open mind while continuing to have a critical lens. �鶹��ý has provided me with the background, tools, and resources that allow me to continue learning and growing as an educator throughout and after my master’s program. This way, I can always be growing as an educator, while keeping the strong foundation I have learned through the Literacy Education program.”

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

When I graduate from the University of Colorado Boulder, I will be the first person in my family to graduate with a masters degree. This is something I, and my family, take great pride in. Not only will I show pride for my family, but I will also show pride for my educational community, as I am bettering myself as an educator to support future generations of children. I plan to use the tools and knowledge I have acquired throughout my graduate program to make a positive impact in the lives of my students’ educational experiences. Graduating with a masters degree from the University of Colorado Boulder means I have not only accomplished a great task but I have also obtained a great amount of knowledge that will support me in my goal to be a better teacher for my students.”

What is your best piece of advice for incoming students?

My piece of advice for incoming students pertains to current teachers who are in the masters program specifically. As a teacher who is working towards their masters degree, you are in the most incredible position possible. You are able to take the research practices you are learning in your courses and apply them directly to your instruction as an educator. You will experience how these practices work in a classroom setting with immediate feedback and reflection, get to participate in case studies and action research that directly support you as an educator, and work through your questions in education using knowledgeable, kind, nonjudgemental professors and colleagues as a soundboard. Although teaching and receiving a masters degree can, at times, feel overwhelming, I am so happy I applied myself in both areas simultaneously. You can do it!”

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

The excitement and passion I have gained surrounding the knowledge I received throughout my program will be a driving catalyst to continue my learning after graduation. I will teach my students with a wealth of knowledge on how to support students in literacy as well as other aspects of their education. My drive to uplift and encourage my students’ success will continue my passion for education after graduation. I am extremely grateful for the professors and instructors I have had the privilege to learn from throughout my time at the University of Colorado Boulder. I will forever be thankful for each and every person who has helped me learn and develop my knowledge during my program, and I promise to never stop learning and pushing myself as an educator.”

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Meet Deidre Bergquist, a literacy leader giving students space to be themselves

Anonymous — Fri, 29 Apr 2022 22:29:03 +0000

Meet Deidre Bergquist, a literacy leader giving students space to be themselves Anonymous (not verified) Fri, 04/29/2022 - 16:29

Just like many educators, Deidre Bergquist navigated the challenges of transitioning to remote learning with her students in 2020, her first year teaching first-grade after earning her bachelor of arts in psychology with a teaching license in elementary education from �鶹��ý. Even with all the new hurdles that came with teaching during a pandemic, she started her master’s program in �鶹��ý School of Education in the Fall of 2020.

I am totally up for the challenge that comes with becoming a literacy leader. I absolutely love literacy and the learning that comes with it (being a primary teacher). I love seeing the growth students can make when they receive literacy instruction and I believe that every student deserves an excellent literacy education and a chance to learn how to read. I can’t wait to have a positive impact on my students and colleagues with everything I’ve gained from the Literacy Studies program at �鶹��ý."

Since her first semester, Bergquist strives to model lifelong learning for her students as part of her desire for her them to develop a love of learning and reading. Her passion for early literacy education and reaching her students where they are, the quality and care she puts into her lesson planning, and her thoughtful contributions to class discussions and assignments, and she has been named the 2022 Outstanding Literacy Studies Master’s Graduate.

Working with diverse student groups in the Adams 12 school district, Bergquist looks for ways to “take note of each of my students, notice what their background is, where they come from, so I can take action for them and help them develop empathy in a loving and welcoming environment.” Her vision for creating a community of literacy learners demonstrates her commitment to ensuring her students see themselves in the work that is taken up in her classroom, including the selection of responsive texts and instructional practices.

As she completes her journey in the master’s program, Bergquist is stepping into her role as a literacy leader in her school, supporting her colleagues through thoughtful coaching, and sharing her own reflections as a teacher learner.

“Deidre has so eloquently and courageously shared her own personal journey with her students and has reflected on how these experiences have allowed for expansive opportunities for learning and self-growth,” her faculty nominators said. “In her instruction, she has created humanizing and empathetic experiences that give students the space to be themselves.”

In her own words

Please tell us a bit about yourself

I'm originally from Ft. Collins, Colorado, and I decided to come to Boulder for my undergraduate degree because I was always in awe of the city and campus growing up. My time as an undergraduate lead me to education and I decided to pursue a career in teaching. When I finished my undergraduate degree, I knew I didn't want to be done with school. I knew that I wanted to further my learning in the education field and I promptly applied to graduate school at �鶹��ý. Throughout my undergraduate education, I heard about the PIE (Partners in Education) program and how good of an experience it was. I figured I would apply to do PIE and get my masters degree so I could experience all aspects of the graduate program. My mindset throughout my time in the program shifted as I began to realize all of the different directions I could take my career in education. This program has opened my eyes to the idea of being a literacy leader and the various positions I can have as a literacy leader in and out of the classroom. Not only are there opportunities to be a literacy leader in schools, but there are also opportunities elsewhere.”

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

�鶹��ý prepared me to be a literacy leader. With equity, justice, and diversity at the forefront of its program, I feel inspired to make a change within my community. I now see through a critical lens and feel empowered to challenge inequities that exist within education. This program has fostered my love for literacy and the need to be an advocate for each and every student through their literacy journey.”

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

Graduating from �鶹��ý represents an experience of learning that I can take with me and apply throughout my career and life. It represents being someone who can go out into my community and fight for those who have been oppressed and marginalized, students who deserve an equitable and accessible education.”

What is your best piece of advice for incoming students?

My advice would be to embrace every aspect of CU and all that it has to offer. There is groundbreaking work going on and it's a great feeling to be a part of it. There are many amazing programs and resources for the community to get involved in and everyone is so supportive. I would also say, lean on your cohort and classmates for support, the work we do isn't easy and it's reassuring to be around people that are in similar situations.”

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

After graduation, I plan to continue my work as an educator that strives towards creating equity and inclusion for all learners. This work has really opened my eyes to the inequalities that exist within in education and I hope to make strides as a literacy leader to create a positive impact on literacy and ensure that education is accessible to all learners. I am totally up for the challenge that comes with becoming a literacy leader. I absolutely love literacy and the learning that comes with it (being a primary teacher). I love seeing the growth students can make when they receive literacy instruction and I believe that every student deserves an excellent literacy education and a chance to learn how to read. I can’t wait to have a positive impact on my students and colleagues with everything I’ve gained from the Literacy Studies program at �鶹��ý.”

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Meet Erica Bednar, world traveler and literacy educator

Anonymous — Thu, 29 Apr 2021 17:47:59 +0000

Meet Erica Bednar, world traveler and literacy educator Anonymous (not verified) Thu, 04/29/2021 - 11:47

Erica Bednar traveled the world and thousands of miles before returning to �鶹��ý and her hometown to earn her Master’s degree in literacy studies education from the School of Education.

A �鶹��ý Buff through and through, Bednar earned her bachelor’s degree in creative writing from CU in 2006 but had no inclination to teach at the time. She married another �鶹��ý alum on the Norlin Quad, and two days later, they started moving around the world.

In Okinawa, Japan, Bednar worked as a paraprofessional for students with learning disabilities at a Department of Defense elementary school, where she fell in love with teaching. Once stateside again, she earned a BS in Secondary English Education and started teaching high school English.

Her life of traveling and loving literature came full circle when she returned to her hometown in Boulder to become a middle school language arts teacher at a school where the principal was her former math teacher and enrolled in �鶹��ý graduate studies in education. Bednar’s courses have been challenging but rewarding, she said, and learning alongside her professors and peers has improved her teaching.

“We are all better teachers when we learn from each other,” she said. “My professors and peers all had different styles and strengths. From the inspirational writing community Wendy Glenn guided in ‘Processes in Writing’ to the incredible support network Silvia Nogueron-Liu created in ‘Digital Literacies’ when we all literally went digital for the pandemic, I had the privilege of learning new strategies and skills from the dozens of creative and experienced teachers who were my classmates.”

The COVID-19 pandemic combined with an unexpected, non-COVID health disruption, led Bednar to make the difficult decision to take a leave of absence from teaching for a year while her husband worked overseas for the U.S. Air Force and she cared for her two children. She used that time to write a young adult novel and deepen her connection with teaching colleagues in her Master’s courses.

My students are bright and vibrant in so many ways. They shine. Some shine in my room, some in the math class next door, some in choir or band, some as the jokester in the lunchroom, some on the basketball court or the track. I hope my teaching can help give them the power of literacy, so they can shine even brighter.”

“Throughout the pandemic, I have been constantly impressed and inspired by the enduring dedication to teaching of my cohort peers,” she said. “I am so thankful for everything I have learned from this education community.”

Bednar’s faculty and peers admire her investment in literacy development and her ability to create affirming environments where young writers can shine.

“My students are bright and vibrant in so many ways,” she said. “They shine. Some shine in my room, some in the math class next door, some in choir or band, some as the jokester in the lunchroom, some on the basketball court or the track. I hope my teaching can help give them the power of literacy, so they can shine even brighter.”

Exactly 15 years after completing her bachelor’s degree at �鶹��ý, Bednar is earning her master’s degree, but she does not see graduation as an end to her career as a learner.

“Throughout the MA program, I made a point to tell my 7th grade students about my classes,” she said. “They would ask, ‘Mrs. Bednar, you’re still going to school?’ The answer was yes, is yes, and will continue to be yes, because I want to model for my students that we should all seek to learn new things for the rest of our lives.”

Erica’s advice for education students:

Take every advantage to learn from the experience of your professors and your peers. It was often a challenge to balance work, family, and MA classes, but I knew that the more I put into my education, the more I would get out. I was very careful in selecting elective classes that would give me more skills to bring back to my classroom and community. Remember, education is an opportunity, not an obligation."

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Meet Will Ostendorf, a techie teacher who was inspired by a long line of educators

Anonymous — Mon, 11 May 2020 14:44:39 +0000

Meet Will Ostendorf, a techie teacher who was inspired by a long line of educators Anonymous (not verified) Mon, 05/11/2020 - 08:44

A long line of educators inspired Will Ostendorf's winding path to becoming a teacher. His parents are both teachers — his mother taught middle school and his father entered the profession after retiring from an information technology company and volunteering five days a week in a middle school.

As an undergraduate, Ostendorf originally aimed to become a music teacher with the hopes of following in the footsteps of his own inspiring middle and high school music teachers. However, he realized he was more equipped to pass on the joy of music and learning to students rather than to study as a musician, and after some soul searching, he landed a position in outdoor education with the High Trails Outdoor Education Center. There, he discovered he loved working with the 5th and 6th graders and realized that his passion was in teaching, not specifically music.

After earning a bachelor's degree in elementary education, Ostendorf landed his dream job — teaching 5th graders. As an active educator, he enrolled in the �鶹��ý School of Education's literacy studies Master's program, where he brought a passion for literacy education, technology, and equitable education for all learners that has been evident not only in his teaching, but also in the many ways in which he contributed to and strengthened his literacy studies graduate community.

In addition, Ostendorf is a head instructor for a leadership program in peer collaboration and social emotional learning, and he is also a leader in instructional technology.

As part of �鶹��ý courses in digital literacies and literacy assessment, Ostendorf served as a reading tutor and technology coach during a year-long after school program held at a Lafayette elementary and supported by School of Education faculty. His expertise as a media literacy leader was a key component of the success of elementary digital media lab program last year, as he generously supported peers, instructors, and children in the creation of innovative and technically complex projects, such as creating green screen news casts composed and led by elementary students. He also provided insights in mindful and ethical ways to use technology in ways that were responsive to students’ cultural and diverse backgrounds, through the informed selection of apps and websites and the critical examination of their features.

More recently, Ostendorf's tech leadership came full circle in response to the COVID-19 instructional changes and online teaching requirements. He has spent countless hours helping to set up his school’s online teaching program and was instrumental in supporting his peers in their remote-teaching transition while teaching his own fifth grade classroom.

Ostendorf's CV states that his objective is “to create a learning environment in which students thrive. To foster a sanctuary where we take educational risks in order to succeed through critical thinking, creativity, collaboration, and communication skills in all subject areas." He is a leader in demonstrating that in his own teaching.

Get to know Outstanding Literacy Studies Graduate William Ostendorf:

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

During my time working with the faculty at CU, I learned to bring my personal touch into everything I do as a teacher. During my first few years of teaching, I was trying to be just like the Instagram teachers I saw on social media. Their classrooms are perfect, their anchor charts are pieces of artwork. It took me a while to figure out that I am not a Pinterest teacher - and that is an ok thing! The faculty at CU helped me to realize that I am an excellent teacher because I make incredible relationships with my students. I don't need to compare myself or my teaching to other teachers out there, I just need to bring my own style everyday. I need to spread my compassion and joy for these students and advocate for all students - especially the ones who need it the most. I try to be authentic in the classroom everyday showing students to celebrate and embrace their own identity as people and learners.

What is your best piece of advice for incoming students?

I think kids deserve a teacher who works everyday to provide students with an educational sanctuary – an environment in which they feel safe and supported to take educational risks to grow intellectually and socially. Teachers must keep student's physical, emotional, and developmental wellbeing in their hearts and minds. In the end, we want our students to be good people - to be kind, creative, and compassionate about the things and people they love. This all starts with a teacher who can give them the space to try things out, learn, grow, and support them when they fail. Strive to be the teacher you needed when you were a kid.

What does graduating from graduate school represent for you?

Graduating from the University of Colorado Boulder is an extremely proud moment for me as both a student and a teacher. I struggled for years to learn how to be a student (which is a great lesson for my students as well). My path to this moment was not a direct one. Today, I celebrate with my fellow graduates, but as a teacher, I recognize that I am also a lifelong learner. Although I graduate this year, I feel that my education will never be over. I will be back to continue to learn how I can support my students and help them achieve success in the classroom and in their futures.

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

The Kids! Teaching is the hardest job I have ever had, but the kids bring me the most joy. Their creativity, humor, and excitement for learning gives me hope. I can't wait to get back into the classroom each year and teach my heart out.

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