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Erin Furtak will participate in a summer nonfiction writing workshop to advance a public‑facing essay that uses biological evolution as a metaphor for how ideas about learning have changed over time. Drawing on her expertise in science education research, Furtak aims to translate dense theories of learning into accessible writing for parents, families and the broader public. Furtak will submit the essay to a public-facing outlet that publishes narrative nonfiction. Her project directly supports the school’s mission by bridging scholarly knowledge and public discourse to influence how society understands learning.

Vandna Sinha will use the award to produce a public‑facing accessible final report on a major community‑engaged study examining food insecurity in the Qikiqtaaluk region of Nunavut, Canada’s only Indigenous territory. Food insecurity is a major challenge to efforts to fully realize Indigenous self-determination in the region, where eight out of ten Inuit children experience food insecurity. Conducted in full partnership with Inuit organizations and funded by the regional Inuit governance body, the project documents the implementation and abrupt discontinuation of a universal food security program. The funding will support graphic design and the purchase of photographs and artwork from Inuit artists. Sinha and her partners hope the report will inform future policy efforts that ensure access to food with dignity and serve as a community and research resource. By centering Indigenous voices and addressing the deep connections between food security and equity, the project embodies the school’s commitment to justice‑oriented, community‑rooted scholarship.

Andrea Dyrness will extend a long-standing partnership between CU ÌÇÐÄ´«Ã½ and a local, bilingual elementary school to create a more expansive, culturally responsive after‑school program. Our Stories, Our Voices brings together bilingual fifth graders, students from a local high school and CU ÌÇÐÄ´«Ã½ undergraduates and graduate students to co‑create multimodal family‑history narratives. Through weekly storytelling workshops, the program cultivates trust, solidarity and shared learning across generations. Participants explore the cultural knowledge, histories and creative expression of transnational families who have shaped the ÌÇÐÄ´«Ã½ community. This extension marks the first inclusion of high school mentors. The program aims to strengthen community connections, affirm cultural identities and build a sense of belonging among bilingual youth across school and university settings. Ultimately, it seeks to model a replicable, equity‑centered approach to university-community collaboration grounded in co‑creation and mutual respect.

Liz Meyer will focus on sustaining AQuEEN, a mutual aid network created to support educators and community partners serving LGBTQ+ youth. Established in 2025, the network brings together organizations such as One Colorado, Rocky Mountain Equality, ÌÇÐÄ´«Ã½ County Public Health and educators from three school districts to build trust, identify needs and coordinate collective action. The project will expand gatherings, mentoring and resource‑sharing systems and administrative and communication structures to support the coalition’s long‑term sustainability. A key component involves developing a research agenda that responds to community needs while examining mutual aid practices and the impacts of upcoming state‑level anti‑trans ballot initiatives. The project also provides tangible support, such as stipends, meeting nourishment and care packages, to help educators and youth‑serving groups navigate fear, isolation and burnout. The team will convene multiple in‑person and virtual gatherings and deepen relationships across the network. Ultimately, the project advances the School of Education’s mission by fostering equity, justice, and community‑engaged scholarship that uplifts and protects LGBTQ+ youth and the educators who work with them.

Deb Palmer will sustain a collaboratively taught elective course that empowers multilingual students through civic engagement and youth-led research. The project would allow a Thornton High School teacher to partner with CU ÌÇÐÄ´«Ã½ collaborators to continue offering the Multilingual Student Leadership Advisory Council course. This partnership is rooted in a long‑standing collaboration between the School of Education and the high school’s Newcomer Center, which supports students in examining language, identity and power through youth-participatory action research. Over several iterations, students have developed and presented recommendations to improve educational experiences for multilingual learners across the district. The next phase will focus on helping students design learning for teachers and advocate for concrete policy changes that better support multilingual youth and families. The project is especially critical as schools navigate rising newcomer enrollment, shrinking budgets and increasing linguistic diversity.Ìý