Meet Our Alumni - College of Education

My bachelor’s in kinesiology with a focus in athletic training laid the groundwork for the basic science of anatomy and physiology as well as the foundation for the mechanics of how the human body works. The introductory athletic training courses made an impact because they laid a clear path and desire for me to go to medical school and pursue a career in orthopedic surgery with a sub-specialty in sports medicine. The practicum hours allowed me to take the classroom teachings into clinical application.

Read Matthew’s Q&A

My bachelor’s in kinesiology with a focus in athletic training laid the groundwork for the basic science of anatomy and physiology as well as the foundation for the mechanics of how the human body works. The athletic training program particularly allowed for hands-on care, and front-line diagnosis and treatment of athletic injuries.

The introduction to athletic training courses taught me the basics of history and physical exams of athletic injuries. These courses made an impact because they laid a clear path and desire for me to go to medical school and pursue a career in orthopedic surgery with a sub-specialty in sports medicine. The practicum hours allowed me to take the classroom teachings into clinical application.

In orthopedic surgery, patients often present with an injury that impacts their daily living, quality of life or ability to perform activities or sports. I am given the ability to diagnose, establish a treatment plan—surgical or not—and return them back to their previous health and activities they enjoy. Nothing is more rewarding than following an athlete from injury to returning to playing the sport they love.

It is surprising how quickly medicine evolves. While the basics of anatomy, physiology and pharmacology will remain the same, technological advances, especially in the orthopedic field, are evolving at a rapid pace. Treatments and procedures that I learned early in my residency have since evolved to newer techniques. The importance of staying up to date with current literature to treat patients is critical as we must never stop learning in order to provide the best care for those we have the opportunity to serve.

My program encouraged the use of a teaching journal, in-depth lesson planning, and provided me the opportunity to work with and teach students often. Having this kind of hands-on experience made my transition into the classroom a very smooth one. Within my first year, I was able to become the English Department Chair and the 2018 Teacher of Promise at my school. The College of Education provided me with the tools I needed to become a successful educator from the very start.

Read Alexandria’s Q&A

I knew I wanted to be a teacher, I knew what philosophies I held, but I didn’t know how to be a teacher. The Urban Teachers Master’s Program taught me that. It helped me merge the theoretical work I’d been reading and writing about for years into practice. The faculty, course texts, and professional development encouraged me to be an adaptive, reflective educator and pushed me to assist students in becoming the civically minded, knowledgeable students of the world I always hoped I could help them be.

In Anthony Brown’s Multicultural Curriculum and Teaching, our final project was about how our own cultural histories and backgrounds shaped our teaching philosophies. In Allison Skerrett’s Literacy and Social Change course, we conducted an equity audit and a teacher research project proposal in which I was forced to contend with ideas about what it would mean to be a Black teacher in Austin. I continue to use these ideals to create an equitable space for my students in my classroom. My teaching practicum class taught by Deb Kelt gave me skills I could implement in my classroom. Through professional development, lesson planning, and getting to take over a teacher’s full schedule during student teaching, I saw what it means to be a teacher full time.

I love to work and build relationships with my students. The students at my school are some of the brightest, most loving, charismatic, and resilient people I have ever encountered.

That I have also been able to find success in education outside the classroom. My professors at UT always taught us to make a space for ourselves in our schools, to speak up for our children, to take leadership positions. I’ve been able to do the same outside of school. I presented at NCTE in 2018 with Allison, and we’ll present at the conference this fall. I was also given the opportunity to speak at the college’s Pinning Ceremony this spring. I’m hoping that I will continue to be able to speak about what I learned at UT and how it has so positively affected my teaching.

Everything about the Quantitative Methods and Statistics Program in educational psychology prepared me for my career. While I enrolled at UT with the intent of becoming a psychometrician – someone who practices the science of educational and psychological measurement or testing – I took what I learned and became an education policy researcher instead. Measurement is still a big part of my work as I truly believe we can’t determine the impact of what we do in education, or any field, unless we can measure it.

Read Lynn’s Q&A

I graduated from Quantitative Methods and Statistics in Educational Psychology, where the psychometrics program was housed, and everything about the program prepared me for my career. I have been in educational research from the beginning, including working part-time at the Texas Education Agency. I went on to use my graduate school training for five years in pharmaceutical research; however, public education pulled me back in and I returned to education policy research almost 20 years ago.

I took an SAS programming class from Earl Jennings, and it was one of the most impactful courses of my graduate degree. I learned how to ask research questions and put data sources together to answer those questions. That course, along with my measurement courses, really solidified the trajectory of my career.

I like hearing questions from educators and policymakers in the field and designing research that can inform policy and practice.

The most surprising aspect has been my gravitation toward education policy research. Psychometricians create and measure validity, reliability, and fairness of an exam program such as the STAAR assessment that is given to all Texas public school students, the SAT, ACT, etc. And while I enrolled at UT with the intent of becoming a psychometrician, I took what I learned and became an education policy researcher instead.

The courses that were grounded in social justice influenced me the most. I was excited to find strategies to become more effective in integrating social justice in curriculum for young students. I believe this is the important beginning of my students’ education, and I want to help them develop a love of learning. My students challenge me to be better, to keep growing. I have high expectations for them, too.

Read Guadalupe’s Q&A

I had already been a teacher for six years before entering the doctoral program, but I think that what the program did was not only teach me how to analyze what I heard and saw, but also to become more reflective about what I chose to do.

The courses that I believe were influential to me focused on literacy, in my case, it was Spanish, as well as classes based on social justice. I enjoyed the literature classes, as they helped me do a better job of looking at books critically to allow for better classroom choices. I became excited to find strategies to become more effective in integrating social justice in curriculum for young students.

I enjoy working with the students, getting to know them and their families. I have said before that we learn from each other and it’s true! My students challenge me to be better, to keep growing. I have high expectations for them too.

I don’t know that it is a surprise, but I get such fulfillment from my job. Maybe, what has been surprising is how much I still enjoy being in the classroom teaching young children. I believe this is the important beginning of their education, and I want to help them develop a love of learning. I could work at a university, and I know I would enjoy the experience. At this time, I mentor, tutor, attend conferences, and make presentations, so yes, I feel fulfilled. For me, it is honestly about the teaching.

There was an expectation that carried throughout all of my classes that we as teachers were going to support all students. I still draw on what I learned about science and scientific methods. When I talk about developing curriculum and teachers, I still carry and draw on these lessons today. In the end, we all want the same things – that kids learn, excel and that they are ready for their college careers and life. Agreeing on what those things are and working collaboratively to make Austin better for our community is very rewarding. It’s both hard work and heart work.

Read Paul’s Q&A

The professors were so helpful and engaging on methods of pedagogy. There was an expectation that we as teachers were going to support all students. It resonated with me when I was taking classes in my early 20s that we as teachers are there to make sure our students learn and excel, and we were likeminded in understanding who we were to support in an urban school environment. Our instructors also made sure we were learning about ourselves. Jim Barafaldi showed us how to make science fun, engaging, and hands on, to make sure that students were interacting with content and each other. When I talk about developing curriculum and teachers, these are example that I still draw on today.

My internship with the Texas Education Agency (TEA) gave me the opportunity to learn about the State Board of Education and the TEA as well as how the diversity of our state was changing. These were positive learning experiences. Studying what was going on at the national level, and then learning about our state at that time still serve as a frame of reference for me.

What’s been most surprising has been the importance of how a school district must and should work with the city, county and other organizations to support students and families. That is so important in our roles in education, and it makes us stronger. When we build on our community resources and work together collectively, it’s powerful.

The intentional focus on equity in my graduate program provided a rich vocabulary and relevant research. A key component is the ability to conduct equity audits. I’ve run reports to identify opportunity gaps, overrepresentation or underrepresentation of particular student groups, and current areas of concern that could be addressed to produce more equitable outcomes.

Read Megan’s Q&A

I sought out the Reading Specialization cohort and it did not disappoint. We read research, created lesson plans, completed running records, and were able to apply this learning in real time during our English as a Second Language tutoring program. After my undergraduate program, I was prepared with my knowledge on the logistics, data collection, and lesson planning aspects of teaching.

The intentional focus on equity in my graduate program provided a rich vocabulary and relevant research. A key component is the ability to conduct equity audits. I’ve run reports to identify opportunity gaps, overrepresentation or underrepresentation of particular student groups, and current areas of concern that could be addressed to produce more equitable outcomes. This year as a master teacher, I have opportunities to build teacher capacity through observations, modeling lessons, coaching, and giving feedback.

School Organization and Classroom Management was particularly impactful. However, I know that I learn best when I am learning from others, so the most valuable part for me was interning and student teaching in classrooms at Cowan Elementary.

Daily reflection makes teaching the best opportunity to grow as a leader and a learner. It provides me with second chances, so that even on the most difficult of days, I still have endless opportunities to improve my practice.

What has been most surprising to you about your career path?

After finishing my undergraduate degree, I naively thought that I was finished learning. In May, I completed my seventh year of teaching, and I am continually surprised at the amount of new information and ideas I learn each day. My students are, and forever will be, my greatest teachers. I am so fortunate to work with such highly qualified teachers—on my team, at my school, and district-wide. Whether I’m observing a kindergarten or fifth-grade classroom, I always leave with a new tool or strategy to implement in my own classroom.

The most rewarding aspect of my job is seeing individuals go back to doing what they love to do because you helped them get there. As a PT/ATC, the staff and I cover more than 60 athletes. We do all the rehabs as well as provide coverage for practices and the everyday workings of an NFL football team. I just got lucky, had an interview, and got hired. Luck plays a role in all our lives but it’s what you do with that luck that counts the most.

Read Hanson’s Q&A

The Athletic Training (AT) program has allowed me to develop critical communication skills I use every day in my practice. My program director, Brian Farr, and the clinical instructors encouraged us to be able to communicate well among our peers and athletes. The AT program also taught me the importance of hard work. There’s a saying, “Hard work beats talent when talent doesn’t work hard” and that describes how the AT program helped me.

That would be the clinical hours that were required as part of our curriculum, which helped mold me into the clinician I am today. Through observation, training, and practice I got first-hand experience in what the field of offered.

The most rewarding aspect is seeing individuals go back to doing what they love to do because you helped them get there. As a PT/ATC, the staff and I cover more than 60 athletes. We do the rehabs, and cover practices and the everyday workings of an NFL team. Whether it be offseason or getting players ready for the next game, it’s rewarding to see individuals perform at a high level and know you were part of that process.

I would be lying if I didn’t say working in the NFL, but definitely being hired right after graduation to the Dallas Cowboys. After I graduated from UT, I went to grad school and then to physical therapy school. My plan was to become a sports medicine director. I had no experience working with NFL teams as my peers had, working in summer camps or internships. I just got lucky, had an interview, and got hired. Luck plays a role in all our lives but it’s what you do with that luck that counts most.

The college made me aware of the challenges and complexities in the teaching industry as far as credentialing and having the right pieces to fit a teacher to the right ISD and school. Mixing and matching certifications and experiences can be extremely difficult. That’s what led me to create Sophosi – a software tool to match teachers and coaches with schools.

Read Brett’s Q&A

The college made me aware of the challenges and complexities in the teaching industry as far as credentialing and having the right pieces to fit the right ISD and school. The college allowed me to see how many different subjects, sports, sciences, and arts someone can teach. Mixing and matching those certifications and experiences can be extremely difficult. That’s what led me to create Sophosi—a software tool to match teachers and coaches with schools.

I hate to sound cliche, but nearly every class had value. Basic core classes were all challenging and rewarding. One of the most memorable staff members during my time at Texas would be [Assistant Dean] Richard Hogeda. The UT football staff were all really great to me while I was at UT, but Richard stands out as someone who always checked on me. He supported me then and in the years since.

School Organization and Classroom Management was particularly impactful. However, I know that I learn best when I am learning from others, so the most valuable part for me was interning and student teaching in classrooms at Cowan Elementary.

Two things stand out: building something you have true passion for; and the freedom to figure out how to make it work, putting together the early team with the same vision and goals.

It really is interesting to sit back and think about the different paths one takes as they go down their life journey. I have taken many and I have learned from them all!

I learned early on in graduate school that the professor was not going to teach us “what to do.” Instead, they were teaching us how to read the research, evaluate situations and be scientific in our decision making. This approach has helped me stay on top of current research, and modify my practices for clients, families and therapists.

Read Christie and Brandy’s Q&A

CP: In the College of Education, I learned how to use research to guide my decision making. I learned how to think critically about what could help a child learn. I learned how important environmental setup is to every part of the day. I learned about cultural and linguistic differences and how they can impact every part of learning. These skills have helped me teach others, analyze problems and work with families of diverse backgrounds.

BW: My program in the College of Education helped prepare me for my career as a behavior analyst. I learned to analyze research in the areas of communication and challenging behavior, which helps me design effective interventions for children.

CP: I learned early on in graduate school that the professor was not going to teach us “what to do.” Instead, they were teaching us how to read the research, evaluate situations, and be scientific in our decision making. Although I really wanted a shiny bag of tricks at the time, in the long run, this approach has helped me stay on top of current research, and modify my practices for clients, families, and therapists.

BW: I took Challenging Behaviors with Mark O’Reilly as an undergraduate elective when I was pursuing a degree in speech and language pathology. That course led me to specialize in children with autism. It opened my eyes to a population that I could have a real impact with. I later enrolled in the College of Education to get a master’s degree in special education and to pursue my certification as a behavior analyst.

CP: I love watching kids learn to communicate! I love watching communication grow from a smile, to point, to gesture, to simple word and then move into longer sentences and stories. I love celebrating the big and small victories that families and children make.

BW: Helping young children learn to communicate and working with new therapists to help them grow in their careers. Many of the children at Building BLOCS are nonverbal when they start. Teaching them to communicate makes such a huge impact on their lives and the lives of their families. Children who can’t talk will usually find another way to get their needs met–often through tantrums or other challenging behaviors. Giving them a voice to ask for the things they want is such a powerful tool.

We also hire many UT students to come and work at Building BLOCS while they pursue their master’s degrees. I love watching them grow as therapists and make the connections between what they’re learning in school and what they see their kids do every day.

CP: I never imagined going into my first special education class that it could lead to something like Building BLOCS. I love my job, the people I work with and all the families and kids.

BW: I had no idea that I would start my own therapy center after graduate school. I love being able to design therapy programs that are most appropriate for each individual child and family. We found the freedom in Building BLOCS to deliver therapy in ways that are both effective and fun for the kids and the therapists. Since we opened we have grown to a staff of around 30 therapists, and we have helped hundreds of families. I’m so thankful that we decided to make this leap.