Research News

Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer early career honors

Hannah Fletcher — Wed, 24 Jun 2026 17:43:30 +0000

Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer early career honors Hannah Fletcher Wed, 06/24/2026 - 11:43

The National Academy of Education (NAEd) announced recently two ��Ĵ�ý education scholars, doctoral candidate Danielle Aguilar and alumnus Christopher Saldaña, have been selected for two of the nation’s most competitive honors for emerging education scholars.

The NAEd/Spencer fellowships recognize exceptional research and provide funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Aguilar was selected as one of just 35 dissertation fellows nationwide chosen from nearly 500 applicants.

Her dissertation, “From Systemic Rupture to Sacred Space: A Multi-Methods Study of Educational Pushout and Healing,” explores how youth of color who have experienced criminalization and heightened surveillance understand what culture, resistance and healing means to them, including how they understand and reimagine resistance through Indigenous cultural practices.

Working alongside Denver-area youth, Aguilar uses community-based participatory research while also offering “love and dignity to all persons involved in the research process” to examine how community cultural wealth and healing justice frameworks illuminate the wisdom, creativity and knowledge that young people carry. Her work challenges deficit-based narratives about justice-system-impacted youth and seeks to transform the systems that shape many lives.

As a first-generation scholar from a working-class Chicanx family, Aguilar brings strong personal and community commitments to her research and hopes to become a professor at a minority-serving institution, where she can continue to focus on transformative research that uplifts young scholars. She said it’s a deep honor to be a PhD candidate, and she feels an immense privilege that’s rooted in responsibility to her community.

“As a first-generation college student and former Pell Grant recipient, I see the NAEd/Spencer Dissertation Fellowship as a collective endurance and manifestation of ancestral dreams,” Aguilar said. “This fellowship invites me to bring methodological innovation and experiential knowledge to the intersections of youth, carcerality and education. By anchoring my work in QuantCrit, Indigenous ways of knowing and community-based participatory research, I am not just analyzing data but rather working alongside community to untangle the punitive practices that restrict far too many lives.

“This recognition honors the brilliance of my community partner, the deep love and sacrifice of my family and loved ones and the strength and wisdom of ancestors. Here’s to imagining and working towards liberatory futures.”

Additionally, Saldaña, a CU ��Ĵ�ý alumnus (PhDEdu’22) and current assistant professor at the University of Wisconsin-Madison, received a 2026 NAEd/Spencer Postdoctoral Fellowship.

Saldaña, who is also a fellow in CU ��Ĵ�ý’s National Education Policy Center (NEPC) and host of the NEPC Talks Education podcast, was selected as one of just 25 postdoctoral fellows nationwide from a pool of nearly 500 applicants. His project, “Platform Promises, District Realities: Examining How Organizational Capacity Shapes the Adoption of K–12 Educational Technology,” investigates how school districts navigate the adoption of educational platforms such as Google Classroom, Canvas and ClassDojo.

Saldaña’s work examines whether disparities in school district organizational capacity are creating a new digital divide, one defined not by access to technology but by the ability to manage complex, ongoing relationships with platform providers. His multi-method study aims to deepen understanding of platform-driven inequality and support more equitable technology adoption across districts.

“It’s hard to put into words how grateful I am for the opportunity offered to me by the National Academy of Education and the Spencer Foundation,” he said. “The NAEd/Spencer Postdoctoral Fellowship will give me the time and space to dig into the complex world of education platforms, organizational capacity and district adoption processes.

“I owe an enormous thank you to everyone who has supported me along the way, including my partner, family, friends, mentors and advisors and colleagues. A special shoutout goes out to the CU ��Ĵ�ý School of Education, the National Education Policy Center and the Miramontes Fellowship program, all of which offered crucial support during my time as a graduate student.”

NAEd/Spencer fellowships play a vital role in cultivating the next generation of scholars across diverse fields and investing in education research is increasingly important amid declines in research funding.

“Danielle’s and Chris’ research approaches are innovative and deeply needed at a moment when rigorous, transformative education research is more important than ever,” said Amanda Haertling Thein, dean of the CU ��Ĵ�ý School of Education.

“These fellowships are more than recognitions—they reflect our school’s national impact in cultivating emerging scholars whose work advances justice, equity and community-rooted approaches to education research. We are proud of Chris and Danielle, and excited about how their work will expand our understanding of the challenges and opportunities facing education today while pointing toward new and important directions for the field.

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CU ��Ĵ�ý launches inclusive workshops on biliteracy, queer justice and community-based teaching

Hannah Fletcher — Fri, 19 Jun 2026 15:09:30 +0000

CU ��Ĵ�ý launches inclusive workshops on biliteracy, queer justice and community-based teaching Hannah Fletcher Fri, 06/19/2026 - 09:09

Educators will engage in virtual workshops focused on biliteracy, queer justice and creating inclusive learning environments

CU ��Ĵ�ý is launching a new 10-month professional learning series designed to help educators create safe, affirming and culturally sustaining learning environments for LGBTQ+, multilingual and immigrant students.

The Chords of Esperanza Learning Collective—led by the School of Education’s BUENO Center for Multicultural Education and A Queer Endeavor—will bring together educators, scholars and community leaders from July 2026 through spring 2027 for a series of virtual professional development workshops focused on biliteracy, queer justice and community-based teaching.

The series will emphasize practical strategies, peer collaboration and research-informed approaches designed to support educators and youth-serving adults creating inclusive and supportive learning environments for all students. For Colorado educators, this support aligns with the state's commitment to safe, inclusive, culturally responsive and sustaining learning environments, outlined in state legislation such as HB19-1192.

The virtual series begins with a kickoff event July 15, followed by eight, 90-minute sessions. Participants may choose from multiple learning tracks while engaging in small-group discussions, collaborative problem-solving and communities of practice.

Educators will explore, among other themes:

Hands-on workshops on biliteracy, translanguaging and culturally sustaining teaching
Youth-led panels and conversations centering student voice and leadership
Practical tools for advocacy, policy navigation and educator agency

Education reporters are invited to interview faculty leadership from Chords of Esperanza Learning Collective and can submit requests to cunews@colorado.edu.

Learn more and register.

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CU ��Ĵ�ý School of Education announces first awardees of new Dean’s Public Scholarship Fund

Hannah Fletcher — Mon, 27 Apr 2026 22:03:55 +0000

CU ��Ĵ�ý School of Education announces first awardees of new Dean’s Public Scholarship Fund Hannah Fletcher Mon, 04/27/2026 - 16:03

The ��Ĵ�ý School of Education has selected two initial projects to launch the new Dean’s Public Scholarship Fund, an initiative designed to strengthen public‑facing scholarship and deepen the school’s impact in communities across Colorado and beyond.

Established by Dean Amanda Haertling Thein, the initiative helps faculty and staff build skills essential for public engagement, from grant writing to media communications to community-partnership development. Awards range from $1,000 to $5,000. Thein announced the new initiative this spring semester to advance the school’s mission striving to center democracy, diversity, equity and justice in educational research and practice and support faculty and staff.

The fund offers four categories of support: incentives to develop and submit grant proposals; media training and guidance for pitching stories to major education media outlets; financial assistance to attend external professional development opportunities; and seed funding to initiate or sustain community partnerships.

“School of Education faculty are very successful in competitive campus research and public scholarship opportunities through the Research and Innovation Office and the Offices for Public and Community-Engaged Scholarship,” said Joe Polman, associate dean for research.

“Dean Thein’s new initiative aims to build on that success by deepening the communication, grant writing and partnership capacity across our School."

In April, two projects and faculty were granted inaugural support:

Evolution: Shifting How We Think about Learning

Awardee: Erin Furtak, professor of STEM education

Category 3: External Professional Development Award

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.

Supporting Food Security in Qikiqtaaluq, Nunavut

Awardee: Vandna Sinha, associate research professor in learning sciences and human development

Category 4: Initiate or Sustain a Community Partnership

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.

“The inaugural awardees and their thoughtful projects reflect the breadth and ambition of the public scholarship initiative,” Thein said.

“We look forward to learning alongside of Vandna and Erin and hope others will consider joining them in thinking creatively about their scholarship and the additional skills and supports they are interested in developing.”

Dean’s Public Scholarship Fund applications are reviewed monthly by a committee that includes Dean Thein, Associate Dean for Research Polman, Jenna Abrams, executive assistant to the dean, and Michelle Renee Valladares, associate director of National Education Policy Center and faculty affiliate.

Dean Thein and the award committee hope that the initiative will inspire more faculty and staff to engage in public scholarship and reinforce the school and university’s commitment to serving the public good.

If you are interested in donating to the fund, contact Assistant Dean for Advancement Micah Abrams.

The CU ��Ĵ�ý ��Ĵ�ý School of Education has selected two initial projects— professional development in nonfiction writing and deepening a community partnership—to launch the new Dean’s Public Scholarship Fund, an initiative designed to strengthen public‑facing scholarship and deepen the impact in communities across Colorado and beyond.

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Your CU ��Ĵ�ý Guide to AERA 2026

Ichigo Takikawa — Tue, 31 Mar 2026 18:37:56 +0000

Your CU ��Ĵ�ý Guide to AERA 2026 Ichigo Takikawa Tue, 03/31/2026 - 12:37

Each year, the American Educational Research Association Annual Meeting represents the world's largest gathering of education researchers and is a showcase for groundbreaking, innovative research.

AERA Colorado Reception

Attending this year's AERA? Join Colorado colleges and schools of education for the AERA Colorado Reception in Los Angeles.

Friday, April 10, 7:15-9:15 p.m.

Westin Bonaventure Hotel & Suites Floor 3, Emerald Bay Room

Enjoy food, drink and good company. Please register to join.

The 2026 AERA Annual Meeting will take place in Los Angeles from April 8 to 12. The theme for this year’s meeting is "Unforgetting Histories and Imagining Futures: Constructing a New Vision for Education Research."

Our faculty, students and alumni will be busy presenting, learning and exchanging ideas. Use this guide to follow and support CU ��Ĵ�ý researchers and their work. This year, we have current CU ��Ĵ�ý faculty and students featured in over 50 sessions!

See the full CU ��Ĵ�ý AERA guide

Each year, the American Educational Research Association Annual Meeting represents the world's largest gathering of education researchers and is a showcase for groundbreaking, innovative research. The 2026 AERA Annual Meeting will take place in Los Angeles from April 8 to 12. Read the CU ��Ĵ�ý's guide to AERA to see our faculty and graduate students participating in this year's conference.

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Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

Hannah Fletcher — Mon, 25 Aug 2025 15:21:51 +0000

Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships Hannah Fletcher Mon, 08/25/2025 - 09:21

Earlier this year, the National Academy of Education (NAEd) announced two ��Ĵ�ý doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been named recipients of the 2025 NAEd/Spencer Dissertation Fellowship, one of the nation’s most prestigious honors for emerging education scholars.

The fellowship recognizes exceptional doctoral research and provides funding and professional development to early-career scholars whose projects address critical issues in the history, theory and practice of education nationally and globally.

Bristol and Hunter were selected as two of just 35 dissertation fellows chosen by leading education researchers from an extremely competitive pool of over 400 scholars.

Bristol’s dissertation, “Teacher Housing Initiatives: An Embedded Case Study of Race, Place and the School-Housing Nexus,” explores how teachers access to affordable housing intersects with race, space and public education. Through mixed-methods research, including national surveys, interviews and Geographic Information Systems (GIS) mapping, she examines how the increasing precarity of housing experienced by teachers connects to their professional behaviors, struggles, views of work and subsequent accounts and descriptions of their teaching and its impact on their students—many whose families also face housing precarity.

Hunter’s dissertation, “We Have Everything We Need: Ancestral Healing Informing Pathways to Collective Liberation in the Lives of Youth of Color,” investigates how Black/African, Latine and Indigenous youth in community organizing spaces view healing as intimately connected to social justice. Drawing on Black/African extra-colonial traditions and healing justice frameworks, her work challenges Eurocentric models of mental health and offers insights for educators on supporting student well-being through culturally grounded, justice-oriented practices.

Both scholars are doctoral candidates in the CU ��Ĵ�ý School of Education’s Educational Foundations, Policy and Practice program. Hunter is also pursuing a dual focus in Learning Sciences and Human Development program.

With the support of the NAEd/Spencer Dissertation Fellowship, both Bristol and Hunter will have expanded opportunities to complete and share their impactful research, which is already contributing to more equitable and justice-centered approaches to education.

Bristol brings a sociological and critical geographic lens to her work, grounded in personal experiences with housing instability.

This support often contributes to life-altering opportunities for the fellows. At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

“Teacher Housing Initiatives are increasing across the country without a thorough examination of their efficacy—or their potential to unintentionally exacerbate the very issues they aim to address,” Bristol said. “With the Spencer Foundation's support, I am able to pursue in-depth, nuanced analysis of teacher housing initiatives: exploring when, where, why and how they may serve as meaningful interventions, and conversely, how they may reinforce existing inequalities.

“This work also contributes to a broader understanding of the evolving role school districts are being asked to play in addressing challenges that extend well beyond the traditional scope of public education."

Hunter's research is informed by cultural memory, storytelling and her identity as a triplet.

“For me this fellowship expands my capacity to continue organizing while carrying out my three-article dissertation in community,” Hunter said. “This research is honoring how our lineages understand healing and collective liberation as a life practice, so receiving this fellowship is an aligned and sacred responsibility.”

Ben Kirshner, professor of learning Sciences and human development added: “I’m thrilled that Lex has received this recognition from the Spencer Foundation and National Academy of Education. Lex’s study is innovative in the way she uses participatory methods to explore the ancestral sources of healing among youth of color. Lex brings theoretical sophistication and a deep ethic of care to her research, which promises to take our field in needed directions.”

Kirshner co-advises Hunter with Terrenda White, associate professor in the Educational Foundations, Policy and Practice program, who is also Bristol’s advisor. Both mentors are excited for what the future holds for Bristol and Hunter.

“This support often contributes to life-altering opportunities for the fellows," said White, a past NAEd/Spencer dissertation fellow herself. "At this critical time when we must continue to support educational research that expands our understanding of pressing challenges in society, these fellows and their work represent hope and a new future of creative and impactful scholarship.”

Two doctoral candidates, Jackquelin “Jackie” Bristol and Alexis “Lex” Hunter, have been selected for National Academy of Education/Spencer Dissertation Fellowships, one of the most prestigious honors for emerging education scholars. Bristol explores how teachers' access to affordable housing intersects with race, space and public education. Hunter investigates how youth of color in community organizing spaces view healing as intimately connected to social justice.

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Your CU ��Ĵ�ý Guide to AERA 2025

Ichigo Takikawa — Tue, 08 Apr 2025 23:05:17 +0000

Your CU ��Ĵ�ý Guide to AERA 2025 Ichigo Takikawa Tue, 04/08/2025 - 17:05

Each year, the American Educational Research Association Annual Meeting represents the world's largest gathering of education researchers and is a showcase for groundbreaking, innovative research. The 2025 AERA Annual Meeting will take place in Denver from April 23 to 27. The theme for this year’s meeting is “Research, Remedy, and Repair: Toward Just Education Renewal.”

AERA Colorado Reception

Attending AERA or in the local area?Join Colorado colleges and schools of education for the AERA Colorado Reception in Denver

April 26 at 7 p.m.

Hyatt Regency Denver at Colorado Convention Center

Enjoy food, drink and good company. Please register to join, non-AERA attendees and guests are welcome.

See the full CU ��Ĵ�ý AERA guide

In addition, Professor William Penuel will present the 2025 Wallace Foundation Distinguished Lecture on Saturday, April 26. His lecture, titled “Education for Flourishing: Building Initiatives and Partnerships for More Just and Sustainable Futures,” looks into how education systems, traditionally shaped by scarcity and exclusion, can instead be rooted in abundance, compassion, and dignity. He highlights work at the Renee Crown Wellness Institute at CU ��Ĵ�ý aimed at creating just and sustainable futures by engaging youth in culturally relevant learning, strengthening family-school connections, and nurturing compassionate educators.

CU ��Ĵ�ý School of Education faculty and students participation at this year’s AERA in Denver include:

41 faculty, 31 graduate students, 1 undergraduate student
21 roundtable sessions
24 paper sessions
18 symposia
9 poster sessions
6 research projects being presented were funded by Women Investing in the School of Education grants
4 invited speaker sessions
2 mentoring sessions
1 offsite visit and 1 business meeting for the Grassroots Community and Youth Organizing for Educational Justice SIG

Each year, the American Educational Research Association (AERA) Annual Meeting represents the world's largest gathering of education researchers, and it showcases groundbreaking, innovative research. Use this guide to follow and support CU ��Ĵ�ý faculty and students and their work at AERA in Denver April 23-27 — including over 80 sessions led by CU ��Ĵ�ý researchers!

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What DOGE’s recent Department of Education cuts could mean for researchers, educators

Ichigo Takikawa — Tue, 18 Feb 2025 21:51:04 +0000

What DOGE’s recent Department of Education cuts could mean for researchers, educators Ichigo Takikawa Tue, 02/18/2025 - 14:51

Daniel Strain , Nicholas Goda

Recent cuts have targeted the Institute for Education Sciences, the main research arm of the Department of Education, which collects data and funds research on what works in education. Read on for insights from Derek Briggs, professor of education and director of CADRE at CU ��Ĵ�ý.

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The Conversation: What would it mean if President-elect Trump dismantled the US Department of Education?

Hannah Fletcher — Thu, 21 Nov 2024 21:19:35 +0000

The Conversation: What would it mean if President-elect Trump dismantled the US Department of Education? Hannah Fletcher Thu, 11/21/2024 - 14:19

Donald Trump stated during his comeback campaign that he’d dismantle the education department if elected. CU ��Ĵ�ý education policy expert Kevin Welner weighs in on the past and potential future of the Department of Education in this piece in The Conversation.

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Are school boards becoming politicized? Expert weighs in

Anonymous — Wed, 14 Aug 2024 16:27:19 +0000

Are school boards becoming politicized? Expert weighs in Anonymous (not verified) Wed, 08/14/2024 - 10:27

Daniel Strain

As children across the U.S. head back to class, their educations will be shaped by the decisions of nearly 13,000 school boards. Anna Deese, a PhD student in Educational Foundations, Policy and Practice and former school board member from Montana, breaks down some of the biggest misconceptions.

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High school student curiosity drives new open-source science curricula

Anonymous — Wed, 24 Jul 2024 21:48:42 +0000

High school student curiosity drives new open-source science curricula Anonymous (not verified) Wed, 07/24/2024 - 15:48

A coalition of educators from 10 states and led by CU ��Ĵ�ý has released a new series of free science curricula for high school students—touching on issues critical to the lives of young people, from wildfires to rising sea levels and cancer biology. The new curricula, called OpenSciEd High School, is a three-year high school science program designed by a consortium of developers led by the inquiryHub, a research-practice partnership.

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Research News

Two CU ���Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer early career honors

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CU ���Ĵ�ý launches inclusive workshops on biliteracy, queer justice and community-based teaching

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CU ���Ĵ�ý School of Education announces first awardees of new Dean’s Public Scholarship Fund

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Your CU ���Ĵ�ý Guide to AERA 2026

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Two CU ���Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

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Your CU ���Ĵ�ý Guide to AERA 2025

CU ���Ĵ�ý School of Education faculty and students participation at this year’s AERA in Denver include:

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What DOGE’s recent Department of Education cuts could mean for researchers, educators

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The Conversation: What would it mean if President-elect Trump dismantled the US Department of Education?

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Are school boards becoming politicized? Expert weighs in

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High school student curiosity drives new open-source science curricula

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Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer early career honors

CU ��Ĵ�ý launches inclusive workshops on biliteracy, queer justice and community-based teaching

CU ��Ĵ�ý School of Education announces first awardees of new Dean’s Public Scholarship Fund

Your CU ��Ĵ�ý Guide to AERA 2026

Two CU ��Ĵ�ý education scholars earn prestigious National Academy of Education/Spencer dissertation fellowships

Your CU ��Ĵ�ý Guide to AERA 2025

CU ��Ĵ�ý School of Education faculty and students participation at this year’s AERA in Denver include: