Meet Kendall Goldenson, a CU Boulder senior who is paving her way toward a meaningful career in teaching, and eventually, educational policy.

Through her educational journey, she’s discovered that impact isn’t just about what happens now, but also how it shapes the future.

“I’ve always wanted to make an impact on the world, and I’ve always felt like working with children is the best way to do that,” says Goldenson.

For her, the dream isn’t just about being an educator but creating environments where every student, from all backgrounds, can thrive.
At CU Boulder, Goldenson's experiences have only deepened her passion for education.

“I love the School of Education’s mission and vision,” she said. “When I visited, the dean personally gave my family a tour. That personal touch really stood out to me.”

Opportunities to lead and learn

Since enrolling, she has embraced leadership opportunities, including the School of Education Student Government and supporting its initiatives and contributing to policy discussions that amplify student voices.

Goldenson aspirations extend beyond the classroom, with interests ranging from curriculum development to ensuring inclusive practices for English language learners and students with disabilities; she’s determined to make systemic changes.

“Schools should be supportive environments where every child meets their goal,” she said. “I don’t ever want a child to feel like they’ve been failed.”

When asked about her future, Goldenson lit up with enthusiasm, crediting Ruth Bader Ginsburg as an inspiration: “I watched a film about her and it changed my life,” she explained. “I want to be that woman who walks into a room and commands respect, all while being 4’11.”

She shares at least a couple of traits with the Supreme Court icon and one of her role models: a small stature combined with a big passion for standing up for her values and the voices of others. This resolve has contributed to her dreams of combining education and policy.

Prioritizing joy

Despite her busy schedule of centering coursework, student teaching, Student Government leadership responsibilities as a co-president, and more, Goldenson emphasizes the importance of balance. Whether it’s exploring coffee shops, attending concerts, or indulging in her love for baking, she finds time to connect with life beyond academics.

“I could see why people might think school is my whole life, but it’s about finding joy in the little things,” she said.

Her energy is contagious, a reminder that educators are individuals with passions that fuel their drive.

Looking forward to the future

As her undergraduate journey comes to a close with graduation approaching this semester, she’s ready to take the next step. With plans to first teach elementary school before transitioning into policy work, she’s committed to making schools inclusive, supportive environments for all.

“Education is about showing children they’re loved and supported,” she concluded. “It’s about being that person who believes in them when they need it most. That’s the kind of teacher I want to be.”

Goldenson’s story is a reminder that the most profound change often starts small: in classrooms with students who feel valued and with educators who dream big.

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From heliest memories, Emma Hoeschler knew she wanted to be a teacher.    

“I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be,” she said.

Hoeschler's teaching focus only began to manifest itself after a pivotal U.S. government class in her senior year provided her with a firsthand experience of the connection that can exist between classroom content and her personal life. 

“I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities,” she said. 

Fulfilling her dreams of becoming an active changemaker in her community, Hoeschler was a founding member of the School of Education Student Government, creating learning opportunities in the School of Education community for students, staff and faculty. 

Nominated to be the 2024 Outstanding Secondary Humanities Undergraduate Teacher Licensure Program Graduate, Hoeschler has gained much admiration from her mentors. 

“She embodies the role of teacher leader,” said her nominators, Professor Wendy Glenn and PhD Candidate Chelsea Kent. “Emma centers equity and justice in her teaching, inviting students to examine how power and privilege have shaped and continue to shape our global society.”

Poised and ready to start her teaching career, Hoeschler will soon be teaching 7th and 8th grade social studies at Explore K-8 in Thornton, Colorado. 

“I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students,” she said “I cannot wait to see what the next chapter holds.” 

In her own words

Please tell us a bit about yourself

  I'm originally from Denver, Colorado. I've known since before I can remember that I wanted to be a teacher. I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be. In my senior year U.S. government class, my teacher tasked my class with finding a problem in our community and proposing a solution for it through the structures of local government. This lesson allowed me to experience firsthand the connection between my personal life and classroom content. I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities. All of my decisions following this experience have been made to fulfill my end goal of becoming a secondary social studies teacher. I chose to attend CU Boulder's Teaching Licensure program due to its focus on bridging the gap between school settings and local communities. When students are able to bring their experiences and passions in the classroom space, learning inherently becomes more student-driven and impactful. The past four years have enabled me to experience a variety of social studies classroom settings throughout Boulder and have solidified my love of teaching. I am currently finishing my student teaching experience at Casey Middle School in Boulder, Colorado, and I cannot wait to see what the next chapter holds." 

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?

  One of the most significant lessons from my time at CU Boulder that I will carry with me into the next chapter of my life is that good things take time. Especially throughout college, it's easy to feel rushed and forced to move quickly to finish everything you can. I've learned that it's important to be intentional with my time and that it's okay to spend extra time to produce high quality work. It's hard not to compare yourself to others, but college is the best time to forge your own path and find what works for you. College is full of setbacks and achievements, so recognizing that each step of your journey will take however much time as it takes will give you the peace of mind and persistence to keep moving forward."

What does graduating from CU Boulder represent for you or your family/community?

  Graduating from CU Boulder represents a long-held dream of becoming an active changemaker in my community. While I knew that I wanted to be a teacher for years before my senior year of high school, it was difficult for me to find a university setting that upheld my core values. The CU Boulder School of Education is different from any other secondary licensure program that I have come across. In this program, we go far beyond simply learning how to teach. CU teachers are poised to become real agents for progress in their schools, communities and the education system as a whole. The skills and knowledge that I have developed throughout my time at CU have prepared me to be a teacher who empowers her students to think critically about our world and work to advance our communities for the better."

What is your best piece of advice for incoming students?

  Take time for yourself! Teachers are individuals who give everything they have for their students and their communities, but it's important to recognize that we can't bring our best selves to the table if we're not taking care of ourselves. Learning to balance work life and home life starts in college and developing the skills to draw boundaries is vital. I know I'm biased, but I argue that teaching is one of the most important roles that you can fill for your community. We need teachers who know how to intentionally take time for themselves so they can continue to love to show up for their students for years to come."

What are your next steps after graduation?

  This fall, I have accepted a Social Studies Teaching position in Thornton, Colorado. I will be teaching 7th and 8th grade social studies at Explore PK-8. I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students!"

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Always with an open mind, CU Boulder graduate Samantha Lane dives into new opportunities and challenges in her life however unexpected they may be. 

Lane decided to major in Leadership and Community Engagement as she was interested in the community-based, hands-on experiences that the major offered, as well as making a difference in educational spaces. 

Her time at CU Boulder, however, started unexpectedly and with challenges during the height of the COVID-19 pandemic in 2020. Yearning to make connections, she found and joined numerous new programs: as a coach for K-12 students in Public Achievement–a youth led civic engagement that promotes student voice and transformative change–, as a member of the Phi Sigma Pi National Honors Fraternity, as a Learning Assistant for a class she surprisingly loved–Weather and the Atmosphere–, and much more.

“When I started CU during the pandemic, my experience was anything but what I had expected it to be,” said Lane. “As I begin the next chapter of my life, I will do my best to remember that it's OK if not everything turns out perfectly or how I would expect it to, as there is a lot of beauty among the imperfect and unexpected if you look for it.”

Lane is a 2024 Outstanding Graduate, and her peers in her major describe her as “always the first to volunteer at any leadership opportunity within her group.”  

“She doesn’t leave anyone behind and is always so thoughtful about the impact she has on others,” they said.

In her own words

Please tell us a bit about yourself

  I am a Boulder native and have lived in Boulder my entire life (I graduated from Fairview High School). I love Boulder as I love doing outdoor activities such as hiking, biking and skiing, and Boulder is a great place for that! I decided to major in Leadership and Community Engagement because I was interested in making a difference in our education system without going into teaching, and I felt that the Leadership major would be a great way for me to learn more about the education system. I was also really drawn to the major due to the community-based, hands-on experiences that it offers. For example, through the major I have gotten to work with youth outside of traditional classroom settings in many ways, such as through afterschool programs, alternative classes and community organizations. It is through these experiences that I have been able to figure out that I want to have a career working with youth in alternative settings to school.”

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

  One of the most significant lessons I have learned from CU is that the most wonderful experiences and opportunities often arise in the least expected ways, so it is important to have an open mind, as you never know what amazing opportunities you'll find when you do. Growing up, I always knew that I wanted to go to college, and I always loved to picture what my college life would look like. In fact, in high school, I even picked out many of the student organizations and programs I hoped to join when I got here. However, when I started CU during the pandemic (Fall 2020), my experience was anything but what I had expected it to be. However, I persevered, and in an attempt to meet new people during a year that seemed determined to keep me isolated from others so I wouldn't get sick, I decided to join some organizations I hadn't heard of before college, such as Public Achievement and Phi Sigma Pi National Honors Fraternity. In both of these organizations, I tried my best to be open minded and friendly, which helped these to become two of my favorite communities at CU Boulder, and I made some of my closest friends through these. Another example is my first year I randomly decided to take ATOC 1050 Weather and the Atmosphere to get a natural science credit out of the way, and I ended up loving the class so much I became a Learning Assistant for it for two semesters. Even though it was a very different subject than what I was majoring in, I ended up having a lot of fun and learning a lot of new facts and skills I wasn't even expecting to learn when I first started college! As I begin the next chapter of my life, I will do my best to remember that it's ok if not everything turns out perfectly or how I would expect it to, as there is a lot of beauty among the imperfect and unexpected if you look for it.”

What does graduating from CU Boulder represent for you and/or your community?

  For me, graduating from CU Boulder represents strength and resilience. Especially due to starting college during a pandemic, like for everyone in my year.There were a lot of challenges thrown my way. Graduating represents that I, along with my entire graduating class, overcame these challenges, and as such, I give huge kudos to the strength and resilience that everyone in my graduating class has been able to show to get to this point!”

What is your best piece of advice for incoming students?

  My best piece of advice for incoming students is that it's OK if not everything turns out perfectly and if college feels really hard at times. Going into college, I always heard about the fun times that various adults around me had had in college and had heard from others that "college was the best time of their life." When I got to college though, I learned that while there are so many fun parts to college, there are also a lot of parts that are really hard, and sometimes people don't tell you about these parts before you begin your journey. People will talk about the lifelong friends that they made in college (which I did make several lifelong friends through college), but people don't always tell you how stressful it is to manage your classes and a job and your social life all at the same time. So I want to be the one to tell you, your experience is not going to be perfect. It's going to have a lot of ups and downs and sometimes you're going to experience a rollercoaster of emotions. There will be moments where you're going to feel lost and confused. And that's OK! That's normal! Everyone else around you has or will also experience challenges in college too! When you feel overwhelmed or stressed or any other emotion, feel it fully, as these emotions are valid and part of the college experience. It is through these experiences and emotions where you will grow the most. There is so much beauty in the imperfect and unexpected, so you have to have imperfect moments to find this beauty! It is in the moments where life is really hard where you will learn you have a strength that you didn't know you had! It is when you make it through the hardest times when you will feel the most accomplished! So embrace the chaos that is college, and know that every experience and every emotion, whether good or bad, is valid and brings beauty and strength.”

What are your next steps after graduation?

  After graduation, I am moving to San Diego. I will be spending the summer working as a unit leader at the Jewish Community Center summer camp, and I hope to find a career doing program management for either camp or afterschool programs (or for another program focusing on youth learning in alternative spaces).”

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Amalia Kamlet has always had a heart for adventure and science. Her adventures in teaching and in the outdoors as a student at CU Boulder are only the beginning as her love for adventure literally takes her around the world, starting with an opportunity as a STEM science teacher in Israel this fall.  

Kamlet is an enthusiastic educator whose passion for teaching and science are unparalleled, leading to her selection as the 2022 Outstanding CU Teach Undergraduate Teacher Licensure Program Graduate. 

She joined CU Teach with a mission to help middle school students explore their curiosity about the world through scientific inquiry and a STEM focus. She realized, through her experiences at CU Boulder that stereotypes played a large role in who was seen and saw themselves as a science learner. As an environmental science major, Kamlet recognizes the importance of a science identity for minoritized youth in order to grapple with today's environmental concerns.

I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work."

Kamlet has strived, throughout her years studying to be an educator, to learn all she could from the people with whom she worked. Mentor teachers, university faculty,  and fellow students would all say that they have benefitted from their experiences working with her, her CU Teach faculty nominators contend.

Her passion and compassion for working with all youth are also apparent in the classroom, and beyond. Kamlet has a contagious sense of humor, which she shares with students as she builds an affirming learning community that is committed to amplifying student voices advocating for their learning. Through her hard work and determination, she has many opportunities and paths from which to choose as she moves past graduation from CU Boulder, and the CU Teach faculty are proud to welcome her as our colleague in the field of science education, celebrate the exceptional work she has contributed thus far to the profession of teaching, and follow along on her next adventures in Israel and beyond.

In her own words

Please tell us a bit about yourself

  I was lucky enough to have an enriched education with dedicated and motivated teachers who supported me and my journey. I am so lucky and honored to be providing this to my future students.”

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

  CU Boulder and specifically the school of education gave me my best friend. She motivates, challenges, and accepts. She makes me a better teacher everyday.”

What does graduating from CU Boulder represent for you and/or your community?

  I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work.”

What is your best piece of advice for incoming students?

  Best advise I can give incoming students is to be open and adventurous to friends and educational experiences.”

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

  My friends and family have continues my drive to work hard and my future students challenge me to design and create engaging curriculum.”

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Early on, Angélica Gutierrez, learned to fight for equitable education and defend the high school and school district that afforded her valuable lessons.

“I grew up going to Adams 14 schools, and despite all of the narratives out there about the district, I learned a lot of valuable lessons and skills,” she said. “Going to that district made me realize early on that certain schools face a lot of disparities when it comes to funding, 'achievement' and overall resources… That is why I specifically feel so connected with the idea of educational equity and that is the reason why I decided on the School of Education at CU Boulder.”

I grew up going to Adams 14 schools, and despite all of the narratives out there about the district, I learned a lot of valuable lessons and skills. Going to that district made me realize early on that certain schools face a lot of disparities when it comes to funding, "achievement" and overall resources… That is why I specifically feel so connected with the idea of educational equity and that is the reason why I decided on the School of Education at CU Boulder."

Gutierrez has balanced a great deal to get to graduation at CU Boulder — working while staying on top of her classwork, engaging fully in her practicum and student teaching placements, and still finding time to engage in advocacy work in Adams 14, near Commerce City where she resides while finishing her final semester in the School of Education.

These are just some of the reasons she has been selected as the 2022 Outstanding Graduate in Elementary Education by School of Education faculty. 

“Angélica was incredibly thoughtful and curious, always asking important questions,” faculty nominators said. “She gets the ‘why’ of what education should be.”

Gutierrez pushes and extends her learning in ways that center her bilingual students and demonstrate her deep critical consciousness. As a student teacher in a first grade class at Ellis Elementary in Denver Public Schools, Gutierrez reflected on and applied feedback provided to her by her mentor teacher, instructors, and her field coach. She knew and thought about each child in the room. 

As a first-generation college graduate from an immigrant family, Gutierrez dedicated her accomplishments to her hard-working parents, who moved the family from Mexico when she was young and have always supported her dreams. Now this “thoughtful, optimistic, engaged student,” as her professors have described her, strives to make her parents proud as she begins her career as a teacher and returns to teach in her home district and continues to fight for the students in her community and the education they deserve.

In her own words 

Please tell us a bit about yourself

  I was born in Parral, Chihuahua, Mexico, and I am very proud to come from a family of immigrants. I arrived at a very young age to Commerce City, Colorado, where I consider my home. I have lived there my whole life and I plan to continue to live and hopefully teach there. I grew up going to Adams 14 schools, and despite all of the narratives out there about the district, I learned a lot of valuable lessons and skills. Going to that district made me realize early on that certain schools face a lot of disparities when it comes to funding, "achievement" and overall resources. A lot of the time, I found myself fighting for an equitable education and defending the high school the I believed in so much. That is why I specifically so connected with the idea of educational equity and that is the reason why I decided on the School of Education at CU Boulder.”

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

  One of the greatest lessons from my time at CU Boulder is learning how to really believe in myself and my capabilities. Early on, I experienced a lot of culture shock and imposter syndrome, and it often felt like I didn't belong in an institution like CU. I had to learn how to really love myself for who I am. My identities were some of the things that empowered me the most while being at CU. I mainly wanted to prove all the people who had stereotypical ideas of what people like me could and couldn't do, wrong.”

What does graduating from CU Boulder represent for you and/or your community?

  I am the first in my family to attend a university and will be the first in my family to graduate from a university. This means so much to us. My family has made a lot of sacrifices, by bringing me and raising me in this country. Life has not always been easy for my parents, but they work so hard to give me everything I need. Together we have had to navigate a different world from what they were used to in Mexico, but they did it so I could have a life full of opportunities here in the U.S. My parents always tell me that they wish they could give me more, but to me, I feel like I don't do enough to repay everything they have done for me. It brings a lot of pride to my parents, my siblings, and my nieces and nephews. I honestly owe everything I have accomplished to them because they have always supported me and my dreams so much. It is because of their lessons, their love and their pride in me that keeps me going.”

What is your best piece of advice for incoming students?

  My advice is geared to other first-generation, BIPOC students who are entering this space for the first time. You will be okay. You are not alone. You belong. Things might feel really hard at first and you might feel like going back home is your best option. It will get better and you will find your space in this institution. Look for others who are like you and who make you feel like you are home away from home. Never change who you are and what your passionate about. Always remember where you come from and everything you've done to get to where you're at. You deserve to be there, because you have worked so hard and will achieve your dreams.”

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

  My community of Commerce City drives my passion. Commerce City is where I consider home, and with everything that has been going on in terms of the education system in place, I know that I want to go back and work there. What is happening is only a fuel for me to want to stand up once again and fight for the education that the students deserve. I want to be able to work there, create relationships with the families, and see if there is anything I can do so that the youth feel seen and honored for who they are. I know how resilient Commerce City kids can be, and I know that with the right supports, they can create change. There are a lot of hidden gems in Commerce City, and I cannot wait to continue highlighting them as a community member but also hopefully as an educator.”

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Rachel Emmitt has always known that she wanted to become a teacher, in part, thanks to the amazing elementary teachers she had in school. When it came time for her to apply to undergraduate programs, CU Boulder’s elementary education program stood out for its opportunities to be close to her family in Lakewood, Colorado, and to a part of the inaugural graduating class in the School of Education’s elementary education bachelor’s degree program.

“I found it very cool and unique to be the first graduating class in the elementary education major,” she said.  

The program, which combines elementary teacher education and the culturally and linguistically diverse education (CLD) endorsement, focuses on anti-racist, justice-centered learning where future teachers create classrooms that are welcoming to all students, and this ethic aligns with Emmitt’s goals as an educator. 

“As I have grown older, my love for teaching has grown as I have become passionate about providing students with equitable learning experiences and narrowing achievement gaps that typically stem from systematic barriers related to race and socioeconomic status,” she said. 

Emmitt and her peers often see themselves as agents of change, who advocate in solidarity with minoritized students and their families. Throughout their final semester, elementary education students have been exploring teaching through action-research projects. They also gain ample experience in K-12 classrooms, including navigating pandemic-related changes in teaching, and Emmitt is particularly grateful for all that time working in classrooms and with mentor teachers.

Just like the original teachers and role models who help guide Emmitt towards a career in education, today her mentors from CU Boulder and local schools have helped her grow as an educator.

As I have grown older, my love for teaching has grown as I have become passionate about providing students with equitable learning experiences and narrowing achievement gaps that typically stem from systematic barriers related to race and socioeconomic status."

Her instructors and mentor teachers commend Emmitt’s dedicated and reflective practice, and they noted she has produced some of the strongest academic work they have seen from an undergraduate student. 

“Rachel is a quietly observant and reflective person with a shrewd eye towards injustices in schools and society and a deep joy and appreciation for working with children,” noted the program faculty in selecting Emmitt as the 2021 Outstanding Graduate for Elementary Education. 

“Rachel takes in everything she reads and hears from others, engages deeply with ideas, and observes the dynamics of schooling closely so that she can mull things over and then generate deeply reflective standpoints with a sharp critique of injustices.”

Not only are her professors excited to see Emmitt bring her thoughtful and critically reflective standpoints into her classrooms, they also believe these gifts will benefit her professional learning communities and inspire others to teach in ways that can change the world for better.

For Emmitt, graduating from CU Boulder with a BA in elementary education and the CLD endorsement reflects the skills, knowledge, experience and accreditation she needs to confidently begin teaching, and she is grateful for all the time spent in classrooms. She hopes to secure a teaching position in the Denver-metro area, once again, to remain close to family and launch her career as a critical educator to stay true to her heart. 

“What drives my passion for after graduation is the privilege of working with students and getting to be impactful in their schooling experiences,” she said. “As an educator, I am passionate about providing my students with equitable learning experiences, where each student feels valued, appreciated, and safe in a classroom community.”

Rachel’s advice for education students 

Be your true self in college. Follow your own interests and passions and embrace your identity in terms of both academic and social settings. Following the paths of others will only set you back in college, and I have learned that you have the most fun when you are your true, genuine self.”

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For Sara Swain, the old adage is true: mom knows best. 

Swain came to CU Boulder originally majoring elementary education after working with the kindergarteners in her mother’s classroom at her childhood elementary school in Evergreen, Colorado, but she soon questioned if teaching was in her heart. Swain switched her major to Leadership and Community Engagement, because she never doubted her passion for social change, a thread connecting the two degree programs offered through the School of Education. It took a couple of years, but she was finally following the original advice of her mother.
 
 “I should have listened to my mom since the beginning,” she said. 
 
“Now into my senior year, I have absolutely fallen in love with my leadership major because of my incredible group of friends who were also my capstone team, the outstanding professors (Roudy, Ben, Sabrina), the work we got to do with the Righteous Rage Institute, and especially the space to tackle Whiteness and racism on a personal level rather than a theoretical level.”
 
Swain is part of an inaugural cohort of graduates of the Leadership and Community Engagement bachelor’s degree program, one of only 10 cutting-edge degree offerings nationwide. Designed to be paired with an additional major and attracting students on the forefront of social change, Swain’s leadership major is paired with a degree in Ethnic Studies and a minor in dance and Hip-hop certificate.

Now into my senior year, I have absolutely fallen in love with my leadership major because of my incredible group of friends who were also my capstone team, the outstanding professors (Roudy, Ben, Sabrina), the work we got to do with the Righteous Rage Institute, and especially the space to tackle Whiteness and racism on a personal level rather than a theoretical level.​"

Together with her cohort, the team tackled a capstone project working with the Righteous Rage Institute to interrogate systemic racism and work for racial justice locally. Swain’s peers nominated her for their program’s Outstanding Graduate Award, and professors note Swain is a team player and her respectful leadership style makes her an atypical activist. 
 
“Sara is a different kind of activist,” said Roudy Hildreth, faculty director for the Leadership and Community Engagement (LDCE) degree program. “You will not see her on the stage making fiery speeches, rather she works in the background, following the lead of and supporting the vision of BIPOC activists and regular community members.
 
“Sara best exemplifies the values and commitments of the LDCE major. It advances a vision of leadership that focuses on working with others to build capacity and bring about social change.” 
 
Her leadership and community engagement studies combined with coursework in ethnic studies have colored her relationship with and her passion for dance. Swain’s activism in Hip-hop aims to disrupt the pattern of majority white dancers profiting from black culture and to elevate the ways in which Hip-hop is a tool for racial healing. She has worked to transform her dance team, the Verve Collisionz Street Dance Team, from a group that formerly concentrated on performance to a group that pursues dance and critical race theory. 
 
Swain’s mentors taught her that in Hip-hop, “‘hip’ is the way you think, and ‘hop’ is the way you move.” As Swain moves into her future, she said her many professors’ teachings are forever etched in her heart and mind as she continues to pursue work dedicated to social justice. She has even considered getting a tattoo commemorating her teachers as those who have come before and opened doors for her, she said.
 
“I cherish all the amazing professors I was able to learn from, and I will carry their wisdom, teachings, and advice with me for the rest of my life,” she added. “I do not take lightly the hard work and sacrifice/risk all of these mentors took so that I could be stepping into/creating a world that I love/desire."
 
In particular, something said by Rennie Harris, CU Boulder artist-in-residence and renowned Hip-hop dancer and scholar, helped closed the loop on the tension Swain has been experiencing amid her love of dance and Hip-hop: “movement is the last manifestation of reality.”
 
“This statement knocked me out of my chair,” she said. “I have had a struggling relationship with dance, but this statement has rebuilt the lens I approach dance forevermore. Dance can be spiritual, healing, affirming, cathartic, etc. and I, as a guest in Hip-hop culture, can appreciate and humbly tap into this gift.”

What does graduating from CU Boulder represent for you?

Dr. Rabaka (and I think he quotes his mother for this saying) says that the college certificate hanging on your wall after graduation is a receipt. It is there to hold you accountable. What am I going to do with this education after these four years of learning? It matters more what I do with this degree and less about the accomplishment of its completion. So what does graduating from CU Boulder mean to me? Well to me CU Boulder is where I met all my mentors. Graduating from here means that I need to do good work and continue to unlearn the Whitewashed narrative that I grew up knowing and believing. It is a reminder that I cannot let all my professors’ labor and love that they poured into me go to waste.”

Sara’s special thanks

I just want to thank my capstone team from the bottom of my heart. The six of them, Jessie, Erin, Matthew, Mercedes, Abby, and Jack, were the ones who nominated me for this award and I appreciate the love and kindness they give me everyday. They have seen me at my most vulnerable and uncertain and yet have always believed in me. They have taught me a lot about honesty, listening, leading with love, and letting go. I know they will all do world-shaking things.”

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