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

During the pandemic, Goldberg started a job teaching seventh and eighth grade humanities. She loved it so much that she decided to go back to school, so that she could be the best teacher that her students deserved. Goldberg pursued the master’s degree at ��ɫ��Ƶ in curriculum and instruction and the humanities education track where she could develop her knowledge of theory, pedagogy and practice. Her commitment to teaching and building her knowledge shined and she was selected as the 2024 Outstanding Graduate in the program.

“At every turn, Abby has demonstrated commitment to her teaching, centering her high school students’ perspectives and building her knowledge of anti-oppressive pedagogy,” said Professor Elizabeth Dutro, one of her award nominators. 

Goldberg’s capstone research project looked into the question: “What are the impacts of a no-homework policy on engagement, motivation and well-being in a ninth grade class?” Her project, which included collecting student-centered data such as interviews, focus groups and ethnographic observations, drew on the knowledge that she’s developed in the MA program.

“For me, graduating from ��ɫ��Ƶ represents furthering my personal commitments to myself, my students and my community,” said Goldberg. 

“I have always been passionate about creating change wherever I could. As a graduate from ��ɫ��Ƶ, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

In the fall, Goldberg will continue her teaching journey as a ninth grade human development and history teacher. 

In her own words

Please tell us a bit about yourself

  I am originally from the Chicago area. I started my journey with a bachelor's degree in anthropology. After an internship at a coroner's office, I had every intent to pursue a career in death investigating, until COVID-19 hit. During the COVID-19 pandemic, I was offered a job teaching seventh and eighth grade humanities. Although not my original career goal, I absolutely fell in love with it. I decided in order to be the best teacher I wanted to be, I needed to go back to school. Following my parents out to the beautiful city of Boulder, I soon applied and was accepted to ��ɫ��Ƶ.”

What is one of the most significant lessons from your time at ��ɫ��Ƶ that you’ll carry with you into the next chapter of your life?

  Of the many lessons I learned during my time at ��ɫ��Ƶ, the most significant one was the importance of having a commitment to equity and promoting change. As members of the education community, it is important to use our knowledge to better our communities.”

What does graduating from ��ɫ��Ƶ represent for you or your family/community?

  For me, graduating from ��ɫ��Ƶ represents furthering my personal commitments to myself, my students and my community. I have always been passionate about creating change wherever I could. As a graduate from ��ɫ��Ƶ, I have gained another stepping stone of my journey. Even if I am not able to enact big changes, I believe I have gained skills to make small changes in the lives of my students.”

What is your best piece of advice for incoming students?

  My advice for incoming students would be to really dive into what interests you, what excites you and what scares you. There are so many unique and thrilling experiences and courses at ��ɫ��Ƶ. Step out of your comfort zone and follow your passions.”  

What are your next steps after graduation?

  My next steps include continuing my work as a ninth grade human development and history teacher!” 

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

“As a teacher, Marcus is guided by unwavering commitments to justice and to organizing culturally responsive classrooms that honor youth voice,” said Assistant Professor Sara Staley, one of his award nominators. Staley nominated him for the Outstanding Secondary Humanities Master’s Plus Teacher Licensure Program Graduate award.

For his inquiry capstone project, he explored his and his students’ metacognition skills, asking his students to create literacy goals for themselves and guiding them through executive functioning strategies in order to create a safe and equitable learning environment. As a teacher, Williams believes in critical self-reflection and examining his own biases. 

“Learning is vulnerability; teaching is vulnerability,” said Williams. “If I want my students to be open and honest then I must also be open and honest.”

Williams is also an advocate and believes in paying it forward for future student teachers like him. Earlier this spring, Williams testified at the Colorado State Capitol for a hearing for House Bill 24-1290, which discussed state appropriations for the Student Educator Stipend Program established in 2022 to reduce financial barriers for students completing their clinical practices. At the hearing, he testified on the impact of student stipends on his teaching career. 

“Without this stipend, I would not be here in front of you today, but perhaps more importantly, without this stipend I would not be in the classroom,” said Williams. 

“I am proud to be in a profession where I can serve the young people of my community, happy to wake up every morning knowing I have the opportunity to do this for the rest of my working life, and I am thankful to a state that has given me this chance.”

In the fall, Williams will teach personal finance, intro to business/marketing and creative writing at Niwot High School. 

In his own words

Please tell us a bit about yourself

  I received my English and economics degrees from Virginia Tech and an MFA in creative writing and now, an MA in Curriculum and Instruction from ��ɫ��Ƶ. I have also worked for ��ɫ��Ƶ in the Office of Information Technology for the past six years. I've loved penguins ever since I saw them at the Boston Aquarium in second grade, and I hate onions. Most importantly, I own many, many hats.”

What is one of the most significant lessons from your time at ��ɫ��Ƶ that you’ll carry with you into the next chapter?

  Learning is vulnerability; teaching is vulnerability. If I want my students to be open and honest then I must also be open and honest.”

What is your best piece of advice for incoming students?

  The only life path is the one behind us.”

What are your next steps after graduation?

  I will be teaching Personal Finance, Intro to Business/Marketing, and Creative Writing at Niwot High School.”

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

As part of the first cohort of the program, Renquist did her student teaching at Niwot High School and will continue this fall at the school as a mathematics teacher after graduation. She is the 2024 Outstanding STEM Education and CU Teach MA+ Teacher Licensure Program Graduate. 

“In her student teaching placement at Niwot High School, Taylor has been very attentive to developing a student-centered approach in her teaching, with a focus on raising student voices and developing positive discourse practices within her classroom,” said Assistant Teaching Professor Ian Her Many Horses, one of her award nominators.

“We look forward to working with her as an educator in our community supporting students in ways that value their perspectives, ideas, and interests.”

In her own words

Please tell us a bit about yourself

  I'm from Colorado—born and raised. I kind of always knew that I wanted to attend ��ɫ��Ƶ and be a teacher. Both of my parents graduated from CU. It is where they met and started dating. So, I grew up surrounded by all things CU. This included going to football games at Folsom, even when the football team was really bad. Thus, when I started looking at colleges, CU was at the top of my list. I completed my undergrad in mathematics and Spanish at CU and now I am in the MA+ program for secondary math education. My mom and many of my family members are teachers. I saw how they impacted students and wanted to do the same.”

What is one of the most significant lessons from your time at ��ɫ��Ƶ that you’ll carry with you into the next chapter?

  Everything happens for a reason. My freshman year of undergrad, I lived in the dorms and got assigned a random roommate. We hit it off right away and got along really well, which was good because I started college in fall of 2020 and we were together 24/7 in a tiny dorm room. She ended up being my best friend and we still live together four years later. You have no idea who will come into your life or why.”

What is your best piece of advice for incoming students?

  Your college experience may not be what you thought. I started college during Fall 2020, so the majority of my college experience was not normal. Even though my experience was very different than how I thought it would be, I do not have regrets because I learned a lot, met some new friends, and got involved in interesting clubs. 

Another piece of advice, go to office hours and talk to your professors. I am convinced that that is the only reason I have a degree in mathematics.”

What are your next steps after graduation?

  I already have a job to teach at Niwot High School next year. I will be teaching Algebra I, Geometry, and Algebra II Honors. I am very excited to have my own classroom (and my roommate is very excited to decorate it)!”

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