BOLD News

Anika Mathur earns college Community Impact Award

Charles Ferrer — Tue, 02 Dec 2025 15:55:41 +0000

Anika Mathur earns college Community Impact Award Charles Ferrer Tue, 12/02/2025 - 08:55

Mathur, a fourth-year electrical engineering student, has earned the fall 2025 Community Impact Award from the College of Engineering and Applied Science. Mathur has served as treasurer for the Society of Women Engineers and Engineers Without Border during her time at CU ��ý��.

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AISES names CU ��ý�� Top 200 Colleges for Indigenous students 2026

Charles Ferrer — Mon, 10 Nov 2025 15:50:45 +0000

AISES names CU ��ý�� Top 200 Colleges for Indigenous students 2026 Charles Ferrer Mon, 11/10/2025 - 08:50

Charles Ferrer

The Advancing Indigenous People in STEM (AISES) has named CU ��ý�� as one of the top 200 colleges for Indigenous students in its 2025-2026 national rankings. AISES is a national nonprofit dedicated to increasing the representation of Indigenous peoples of North America and the Pacific Islands in STEM fields.

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AISES student leader inspired at NASA internship

Charles Ferrer — Mon, 03 Nov 2025 20:53:47 +0000

AISES student leader inspired at NASA internship Charles Ferrer Mon, 11/03/2025 - 13:53

Charles Ferrer

Redhorse with OPTIMISM, a full-scale twin of the Perseverance rover that is exploring Mars.

Shellene Redhorse took her passion for aerospace engineering beyond the classroom to NASA’s Jet Propulsion Laboratory (JPL) this past summer.

Redhorse, a fourth-year aerospace engineering student and president of CU ��ý��’s chapter of Advancing Indigenous People in STEM (AISES), spent her internship at one of the world’s most renowned research centers.

Redhorse joined the Spacecraft Mechanical Engineering Division at JPL, where she worked on VenSAR, a Venus synthetic aperture radar that will launch aboard the European Space Agency’s EnVision mission in the early 2030s. The instrument, built in partnership with NASA, will map the planet’s surface and study its volcanic and geological activity.

“It’s incredible to be part of something that will orbit Venus one day,” Redhorse said. “Knowing that even a small piece of what I worked on will help us understand another planet is surreal.”

She worked with several teams that specialized in deployables, structures and thermal engineering giving her hands-on experience in spacecraft design and testing. She modeled test setups in CAD, worked with Nomex honeycomb tiles, conducted structural testing and even helped cycle thermal samples through high and low temperatures in a HALT chamber.

“I learned a ton about CAD and geometric dimensioning and tolerancing which was challenging but rewarding,” Redhorse said. “It’s one thing to design something on a screen, but it’s another to know that hardware you helped create will actually be manufactured and tested.”

While her internship was technical, it also had moments that brought wonder.

Redhorse toured the massive JPL campus located in Pasadena, California where legendary missions like the Mars rovers and Voyager spacecraft were born. One highlight was visiting the Mars Yard, where researchers tested rover replicas like OPTIMISM, a twin of Perseverance, and Scarecrow, a lighter model designed to mimic Martian gravity.

Another favorite moment was seeing one of the earliest color reconstructions of Mars, created by NASA engineers using data transmitted as numbers and colored in by hand.

“They only had bits of numbers and made a color-by-number image using crayons,” Redhorse said. “Seeing that creativity reminded me that science and engineering are human experiences.”

Representing Native excellence in STEM

As one of the few Native interns at JPL, Redhorse carried a sense of purpose throughout the experience. While the internship was a dream experience, Redhorse, who is Diné and Chickasaw, was excited to pave the way for more Native representation in science and engineering.

“There are few Natives, but we’re strong,” she said. “I met another intern from the Navajo Nation. It felt powerful to represent and be proud of who I am and where I come from.”

What brings me joy is supporting other Native students and learning about aerospace. I love sharing knowledge, lifting each other up and finding happiness in community.

After graduating, Redhorse is considering graduate school where she hopes to continue exploring aerospace, robotics or mechanical engineering. She’s been inspired by mentors who’ve shown her what’s possible. One of those is Aaron Yazzie, a Diné mechanical engineer at JPL, whose story originally motivated her to pursue aerospace.

Redhorse says one thing remains constant for her — determination to keep helping others along the way, especially Native students.

“Grab as many opportunities as you can, even if they feel outside your comfort zone, just go for it,” Redhorse said. “People are more supportive than you might think and there’s a strong community here at CU Engineering and the Campos Student Center to help you along the way.”

Redhorse with fellow Native NASA scientists, including Lauren Denson, Kelly Luis and Aaron Yazzie.

Mars Yard, a site on the JPL campus, is filled with Mars-like rocks and sediment simulating the planet's surface.

Shellene Redhorse, an aerospace engineering student and president of CU ��ý��’s chapter of Advancing Indigenous People in STEM (AISES), took her passion for space science beyond the classroom to NASA’s Jet Propulsion Laboratory this summer.

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Shellene Redhorse presenting her mechanical engineering internship project at NASA's JPL.

Campos Student Center celebrates community and future success

Charles Ferrer — Fri, 05 Sep 2025 19:37:43 +0000

Campos Student Center celebrates community and future success Charles Ferrer Fri, 09/05/2025 - 13:37

Charles Ferrer

This is your home. You are always welcomed here." ~Marco Campos

In a celebration-filled day, the College of Engineering and Applied Science honored the legacy of Marco Campos (CivEngr’98) on Aug. 29 with a ribbon-cutting ceremony for the newly named Campos Student Center in recognition of his $5 million investment in student success.

“Embrace your story and your journey,” Campos said, speaking to students in the center he called home nearly 30 years ago. “Know that we are here to support you and that you can be yourself in your college journey.”

The Campos Student Center carries out the central mission of broadening opportunities, community and leadership for undergraduate engineering students of all backgrounds. It also supports BOLD and partner-affiliated scholars and the college’s nine student societies.

Formerly the BOLD Center, the Campos Foundation’s gift creates a permanent endowment to further the center’s programming, which includes academic support, scholarships, leadership and professional development, student society programs and networking opportunities.

For many engineering students, the center is a place to gain opportunities and find community.

As for Marco Campos, the center not only bears a family name but represents a vocation of generosity through the years to ensure that students can succeed in their education.

“Marco is one of our own, a proud graduate of our civil engineering program,” said Keith Molennar, dean of the college, at the ceremony that included current scholars, faculty, staff members, college and campus leaders. “He has never forgotten where his journey started and continues to inspire students to succeed in their goals and dreams.”

David Aragon showing a class photo with Campos during his time at a summer program nearly two decades ago. (Credit: Jesse Petersen)

Campos knows firsthand the value of finding connection early on as a college student.

“The Multicultural Engineering Program, which eventually became the BOLD Center, helped me get acclimated to campus, meet professors and gave me a leg up,” Campos said. “Finding my support network was my number one focus and was instrumental at CU ��ý��.”

In a full-circle moment, Campos recognized his college mentor, David Aragon, former director of the Multicultural Engineering Program, with the Campos Foundation’s first-ever community heart award.

Just as Aragon mentored Campos, staff members at the center today support the center’s programs and scholars with advising on scholarships, tutoring, keeping the space humming and creating powerful programs for students to expand their horizons.

“The center’s incredible professional and student staff and faculty, along with our student scholars and society leaders, make this community what it is day in and day out,” said Amy Moreno-Sherwood, senior director of the Campos Student Center. “I deeply appreciate the energy and care they bring to ensure students feel seen and supported.”

A vision realized

Campos and the Campos Foundation, led by Marco’s sister, Deanna Campos-Miller (Span, Jour’99) have been longtime champions for student success at CU ��ý�� and beyond.

Keith Molennar, Deanna Campos-Miller, Caleb Woldemichael, Marco Campos, Justin Schwartz (Credit: Jesse Petersen)

They have been key financial contributors to the renovation of the BOLD Center in 2020, supported scholarships for the first cohort of the Lattice Scholars Program in 2023 and have funded the EngiNearMe summer bridge program for the past 10 years.

The Campos Foundation’s mantra is “powered by heart.” Campos Companies — a portfolio of energy infrastructure companies with nearly 800 employees — donates 1% of its revenues to supporting underrepresented communities in STEM.

“We’ve made it a purpose to help empower our students through our student centers,” Campos said. “We know through the dedication of their staff that they will get the support they need and have a safe place to succeed.”

More than 7,000 students benefit from STEM education initiatives through the foundation every year at K-12 schools and colleges including DSST: Public Schools, CU ��ý��, CU Denver, Colorado School of Mines and Colorado State University. Through the foundation, they support summer bridge programs, scholarships, internships, facilities and smartlabs.

“We want to move the needle in education,” said Campos, “because we know there is a lot of work to be done for our communities.”

Campos-Miller notes how the aligned missions of the foundation and center made it only more fitting.

“Our mission is to break down barriers in STEM and provide access to students who will ultimately make a difference in the world,” Campos-Miller said. “This center is a way for students to feel the love and support we have for their ambitions.”

By paying it forward, the foundation hopes to embody the message for the Campos Student Center students: to receive when you need it and to give back when you have it.

“Marco sets an inspiring example for others to invest in student success — building on their own personal experiences to make a real difference for those who follow in their footsteps,” said CU ��ý�� Chancellor Justin Schwartz.

Community and belonging breeds student success

Julia Wall, a BOLD scholar, serves as a peer mentor and is a member of three student societies supported by the center. (Credit: Jesse Petersen)

At the heart of the Campos Student Center lies the students they serve.

Julia Wall, a fourth-year mechanical engineering student and BOLD scholar, has been involved heavily with the center since freshman year, when she took advantage of tutoring for her physics and computer science courses.

“The Campos Student Center has given me a wide breadth of opportunities where I feel supported academically, professionally and financially,” Wall said. She also participates in student societies, such as the Society of Women Engineers (SWE); Out in Science, Technology, Engineering and Math; and the Society of Asian Scientists & Engineers.

This past year, she served as a peer mentor for several BOLD scholars and developing her leadership skills: “It’s been an amazing experience helping new scholars find their footing and organizing events to buff up their professional and academic skills.”

“Our center has been a safe space for me where I made friends and practiced my skills through leadership and mentoring,” Wall said.

For Srishti Jerath (BioMedEngr’25), who spoke at the ribbon-cutting ceremony and is pursuing her master’s in biomedical engineering, her journey has been deeply connected to the programs and societies supported through the Campos Student Center.

During her second year, Jerath stumbled upon a leadership opportunity that would change her undergraduate trajectory.

As the director of community engagement for SWE, she “discovered my passion for creating equitable spaces for women in engineering. I found myself surrounded by a community of incredible women from diverse backgrounds, all working toward the same mission.”

Anika Mathur, a senior in electrical engineering and treasurer of SWE, said she knew even before enrolling that getting involved would play a pivotal role in her leadership experience at CU ��ý��.

“The center has been a home away from home,” Mathur said, who lives in the East Bay of California.

Thanks to the Campos Foundation, countless more students will find here what I was so fortunate to find: support, community and opportunity.” ~Srishti Jerath

After attending a networking event as a high school senior, she saw how student organizations like SWE could shape her journey. “What I’ve appreciated has been being in a space where I can be with other women in STEM from every engineering major and connect with them,” Mathur said.

Mathur recently finished an internship at Apple this past summer with their signal integrity engineering team, which connects with the masters degree she hopes to pursue next year.

Kayo Abdi, a first-generation computer science student and vice president of CU ��ý��’s National Society of Black Engineers (NSBE), remembers struggling to find his place during his first semester.

“I was too focused on my classes to really connect with others,” he said, “but then I met my peer mentor who encouraged me to join NSBE and start coming to the center. I would then meet a lot of my friends.”

We have a whole space through the Campos Student Center that helps us achieve goals and overcome challenges, which is something we’re privileged to have.” ~Kayo Abdi

Now a peer mentor himself, Abdi helps first- and second-year students navigate challenges and build support networks of their own, some of the support networks that helped Campos during his college experience.

“We should care for ourselves as people first, instead of just students first,” Abdi said. “Being able to help mentees figure out their hobbies, interests and their support system on campus is truly rewarding as well.”

By setting an example for peers, he prioritizes jogging and fishing for his mental health, as well as spiritual health to take breaks from the grind of courses, exams and workload.

“Engaging with students here and hearing different perspectives on how to succeed in classes and how to overcome challenges has shaped me into the person I am right now,” Abdi said. “We may all go through the same struggles, but I know we’re all gonna make it together.”

The College of Engineering and Applied Science held a ribbon-cutting ceremony to celebrated the newly named Campos Student Center. Formerly the BOLD Center, the naming recognizes a $5 million investment for student success by alumnus Marco Campos and the Campos Foundation.

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BOLD Center renamed in honor of Campos Foundation's $5M gift

Charles Ferrer — Fri, 15 Aug 2025 14:08:21 +0000

BOLD Center renamed in honor of Campos Foundation's $5M gift Charles Ferrer Fri, 08/15/2025 - 08:08

The Campos Student Center will continue its mission of broadening engineering student opportunities, community and leadership.

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Día de Ciencias inspires future engineers through hands-on STEM activities

Charles Ferrer — Mon, 12 May 2025 16:02:42 +0000

Día de Ciencias inspires future engineers through hands-on STEM activities Charles Ferrer Mon, 05/12/2025 - 10:02

Charles Ferrer

CU ��ý��’s chapter of the Society of Hispanic Professional Engineers (SHPE) welcomed Hispanic middle and high school students from across the Denver metro area for the third annual Día de Ciencias in early-April. Through hands-on activities in water quality, robotics and STEM, students explored the possibilities of engineering and saw that a future in science and technology is possible.

Middle school students were tasked to create a prosthetic leg in an imaginary zombie apocalypse and competed against other teams to see who had the strongest and most stable leg.

While the number of Hispanic students earning engineering degrees in the United States has nearly doubled over the past decade, significant gaps in representation and access to STEM education remain.

“I didn’t even know what engineering was growing up,” Cindia Denova Garduno, a recent architectural engineering graduate, said.

Her story represents the challenge that Día de Ciencias or Day of Science aims to solve—how can Hispanic youth pursue engineering if they’ve never been exposed to it?

In being part of the solution, the SHPE partnered with CU Engineering’s Integrated Teaching and Learning Program (ITLP), to make Día de Ciencias a reality for the young attendees. SHPE also received generous funding support from the Paul M. Rady Department of Mechanical Engineering to make this venue possible.

Led by Arly Diaz de Leon, an environmental engineering student and the event’s main organizer for the past three years, the SHPE and ITLP worked together to plan STEM activities and workshops for students from the ��ý�� Valley School District and JeffCo Public Schools. The collaboration hopes to expand their outreach to more schools in future years.

“One of my favorite highlights from the event was seeing both the students and parents excited to learn about the world of engineering,” Diaz de Leon said. “Hearing amazing input from parents and their eagerness to already sign up for next year’s Día de Ciencias was so fulfilling. It’s proof that even one day of exposure can spark a lifelong interest in STEM.”

Throughout the day, students were divided into groups for hands-on engineering activities tailored to their grade levels.

K-2nd graders explored water science by building levees and water filtration systems.

3rd-6th graders practiced coding skills with micro technology.

7th-12th graders tackled the ‘Zombie Got My Leg’ challenge, where teams designed and built prosthetic legs out of materials like cardboard, bubble wrap, PVC pipe and tape, simulating how engineers work creatively within real-world constraints.

Behind the scenes: A collaborative effort

The event relied on a team of SHPE student members working behind the scenes.

Don’t let imposter syndrome get in the way of reaching your fullest potential. Don’t let mistakes get in the way of reaching your goals, as progress and learning is never truly linear!”

Arly Diaz de Leon

“This year’s Día de Ciencia was a lot of fun and successful,” Denova Garduno said. “On the day of the event, I was mainly involved with making sure everything was set up properly to ensure the best experience for our volunteers and the wonderful families that joined us.”

The event not only exposed students to engineering fundamentals but also emphasized family involvement in the college journey. During the event, parents had opportunities to attend workshops on college readiness and financial aid, which is critical for the transition from high school to college.

Keriann Jacobson, education and outreach coordinator at the ITLP, emphasized the importance of the collaborative approach taken between SHPE and the college.

“We are proud to partner with SHPE in creating hands-on engineering experiences that spark a passion for STEM in the next generation of engineers,” Jacobson said. “This allowed us to engage not only with students, but also with their families, bringing parents into the conversation and making them active participants in their children’s STEM education.”

Personal journeys in STEM

For Diaz de Leon, the journey leading up to her leadership of Día de Ciencias has been personal. As a first-generation college student, she participated in CU ��ý��’s Pre Collegiate Development Program, which helped build the leadership skills she now used to inspire others, she said. After initially pursuing chemical engineering, her experience working in an environmental engineering lab and seeing tangible impacts on public health policy motivated her to switch majors.

Denova Garduno (left) and Diaz De Leon (right) attending the 2024 SHPE Conference in Anaheim, Calif.

“Being a part of SHPE has opened up so many opportunities for me as an underrepresented woman in engineering,” Diaz de Leon said. “Leading this event has given me the courage to advocate for myself and others, both in school and as I look toward my future career.”

Denova Garduno shares this commitment to representation and mentorship.

“Helping organize Día De Ciencia motivated me to continue pushing forward in my career by reminding me of one of the most important goals as a Latina in STEM,” she explained, “which is to be an engineer who can help future Hispanic students believe that they, too, belong in STEM.”

Denova Garduno recalled how she had a wonderful math teacher, Ms. Mejia, who noted how good she was in math in middle school. That left a very important mark to her which shaped her future as an engineer. From that moment, she was inspired to create opportunities for young students to explore engineering.

“There is so much pride and joy in seeing the children participate in STEM activities,” Denova Garduno said. “It reinforces how powerful it is for young students to work together as a team to create something they can test and be proud of.”

Diaz de Leon hopes to pass down the lessons she’s learned to the next generation of SHPE leaders and to the young students they serve.

“We have overcome many hurdles just by being here,” Diaz de Leon said.

“And we should never forget that we all started as eager young kids, curious about the world of STEM.”

CU ��ý��’s chapter of the Society of Hispanic Professional Engineers welcomed Hispanic middle and high school students from across the Denver metro area for the third annual Día de Ciencias this spring semester.

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The Society of Hispanic Professional Engineers hosts middle & high school students for a Dia de Ciencias in April 2025.

Amy Moreno-Sherwood receives prestigious President’s Inclusive Excellence award

Charles Ferrer — Wed, 30 Apr 2025 20:40:44 +0000

Amy Moreno-Sherwood receives prestigious President’s Inclusive Excellence award Charles Ferrer Wed, 04/30/2025 - 14:40

Charles Ferrer

When Amy Moreno-Sherwood stepped into her role as Director of the Broadening Opportunity through Leadership and Diversity (BOLD) Center in 2022, she brought with her not only a strong variety of experiences in higher education, but a personal understanding of what it means to navigate college as a first-generation student in STEM.

Now, she’s being recognized across the entire University of Colorado system for her unwavering commitment to equity and inclusion.

Moreno-Sherwood is the recipient of the 2025 President’s Inclusive Excellence Award, one of the university’s highest honors for individuals who go above and beyond to build inclusive and empowering communities. The annual awards celebrate those who have made significant contributions to removing barriers and embedding inclusivity into the CU community.

Keith Molenaar, dean of the College of Engineering and Applied Science, said Moreno-Sherwood’s unwavering commitment has profoundly impacted the college community.

“Amy’s leadership of the BOLD Center has elevated efforts to support engineering students of all backgrounds,” Molenaar said. “Amy’s dedication and innovative approach are truly inspiring. Her recognition with the President’s Inclusive Excellence Award is a testament to her exceptional contributions.”

Originally from Des Moines, Iowa, Moreno-Sherwood has called CU ��ý�� home since 2010, holding a variety of student-facing and leadership roles across campus before joining the College of Engineering and Applied Science in 2019.

She earned degrees in Animal Science and Cultural Anthropology from Iowa State University, along with a master’s in Educational Leadership and Policy Studies and also holds a graduate certificate in Engineering Leadership and Management from CU ��ý��.

As the CU ��ý�� campus honoree, Moreno-Sherwood’s leadership of the BOLD Center has elevated efforts to support engineering students from historically marginalized backgrounds. Through scholarships, mentoring, academic services and student societies, the BOLD Center supports CU Engineering students to thrive personally and academically while preparing them to lead in an increasingly interconnected world.

Now, in a full-circle moment, she leads the kind of program that helped shape her own journey in STEM.

We sat down with Amy to talk about how her personal journey informs her leadership, what drives her work and why inclusion is more than a goal, it’s a daily practice.

What first drew you to this kind of work in higher education?

Growing up, we didn’t have much. My parents were working class and childcare wasn’t always accessible, but we were given the space to explore the world around us. I was always curious about science, nature and how things worked and I carried that with me.

I was also the first in my immediate family to go to college. My mom got her GED and I remember being inspired by the teachers who believed in me. I always knew education could be life-changing. That belief never left me.

I ended up going to a research university not far from home, though I’d never set foot on the campus before. I was part of a multicultural scholars program and paired with a mentor I’m still in touch with today. Being in that program and studying science, just soaking up everything I could about the natural world, opened my eyes to how education could transform not only my life, but the lives of others.

Eventually, one of my professors asked me, “have you thought about working with students?” And that was the spark. I originally thought I’d become a secondary education teacher, but I kept coming back to higher education. It was a space where I could make an impact, helping others navigate access and gain opportunities.

What do people often misunderstand about leadership work in higher education?

It’s ongoing, it impacts people and never feels complete. This work isn’t something you turn on

Amy’s willingness to share and support colleagues in inclusive excellence is so impactful to our collective growth in this area. I personally have learned much from her.”

Mary Steiner, associate dean for students, College of Engineering & Applied Science

just from 9 to 5. It’s about constantly asking yourself, “how can I improve the places and communities I’m a part of?” It takes intention, care and self-reflection every day.

The work is also challenging. There are moments where you have to decenter yourself, really consider others’ perspectives and experiences, and that’s not always easy with the volume of work that there is to do. Sometimes the right or supportive thing is also the most uncomfortable or difficult thing. You need courage to keep showing up. That’s why it’s so important to stay rooted in your values and keep going.

You’ve been doing this kind of work for over two decades. What keeps you grounded and inspired?

Being in higher ed for 25 years now, I’ve had the privilege of working with many students, many of whom come from all backgrounds. What keeps me going is that connection to their stories and dreams.

When I reflect on my own college experience, I didn’t know I was first-generation until someone told me. I didn’t know I was navigating systems that weren’t built for me until I was in them. So now, when I see students who show up at the BOLD Center with all the potential in the world, I want to make sure we’re creating an environment where they can thrive, be seen and lead.

What advice would you offer to leaders working to bring inclusivity in spaces and places around them?

Amy’s ability to foster community and create pathways for underrepresented voices to thrive is remarkable. Her contributions have not only enriched the CU ��ý�� community but have also inspired others to take actionable steps toward building a more inclusive environment.”

Dr. Patricia Gonzalez, assistant dean for access & community Engagement, College of Arts & Sciences

Know your community. Find it. Cultivate it.

Leadership can be lonely, especially in a polarized environment. It’s easy to retreat or second-guess yourself when you’re navigating difficult decisions. But, we can’t do this work alone. I’ve found so much strength in community, in having people I can be authentic with, process challenges with and stay rooted with.

That’s part of why, over three years ago, I partnered with Dr. Patricia Gonzalez over at the College of Arts & Sciences to launch our Justice, Equity, Diversity & Inclusion Leaders Community of Practice. We wanted a space where people leading this work could come together and feel supported. Even now, our tagline remains: “you’ll always have a seat at our table.” Because there are times when you won’t be invited into certain spaces, but that doesn’t mean you don’t belong.

And finally, reignite your passion. Know your purpose. Be able to communicate your values clearly and consistently, especially during challenging times. That becomes your compass.

Why is representation in leadership critical?

Validate experiences, inspire authenticity and foster greater understanding.

I am very grateful for the community in the BOLD Center and the college for validating the impacts and importance of our staff and faculty representing our students. Every day that I walk into our Center, I am cognizant of my background and positionality as a leader in our college. My hope is to inspire our students and staff to see themselves in leadership positions and work to achieve even greater success.

Positive representation can also shift public opinion, foster greater understanding between different cultures and communities and affect resources. I want to ensure that the needs and perspectives of our community are reflected so that we can have more effective services, programs and policies.

What does inclusive excellence in engineering look like and why does it matter?

It matters because it’s about people.

So many of our students are driven by a desire to solve problems they’ve experienced firsthand—lack of access, systemic barriers, local or global challenges. They want to be part of the solution. And for them to thrive in engineering, they need an environment that recognizes their experiences, removes barriers and fosters growth.

Engineering impacts every corner of our world. And the best solutions are built when diverse voices and perspectives are at the table. But diversity alone isn’t enough, you need spaces where people feel like they matter, where their ideas are welcomed and where they can develop the skills to collaborate across differences. As we continue our work, it is critical to understand that it is not truly excellent unless it is inclusive.

How has your experience as director of the BOLD Center shaped your perspective?

It’s been just over three years in this role and five with the college—it’s a joy.

Every time I meet a student, I think back to my own journey: setting foot on campus for the first time, not fully knowing what a major consisted of or what careers were even possible. Our students are coming in with different backgrounds, identities and challenges. Being able to support them with our staff, as they figure it all out, is a privilege.

At BOLD, we’re focused on helping students feel seen, supported and celebrated. That means building real relationships, removing barriers and making sure people know they matter. We want students to graduate not just with degrees, but with a strong sense of self and community. It’s been so rewarding to see how the Center has grown into a place of connection and innovation. The work our students are doing: it’s going to change lives and impact the world.

What do you hope students take away from their experience at the BOLD Center?

I can’t imagine my time at CU being the same without Amy’s guidance, positivity and support. She helped me navigate some difficult times in life and I want to thank her for being a huge part of that."

Bruno Armas, BOLD alum

I want them to leave knowing: This place saw me. This place supported me. This place helped me grow. I hope they feel a stronger sense of who they are and what they’re capable of.

And I hope they know they’re not alone. That there’s a community behind them—cheering them on, celebrating their wins and showing up in tough times. That sense of belonging can make all the difference.

And for me, that’s why I keep doing this work. Because when our students succeed, they go on to shape the world in amazing ways. And I’m honored to be even a small part of that journey.

What are you most grateful for at this moment?

So much. I want to start with our staff and students at the BOLD Center who show up every day with authenticity, curiosity and courage. They generate hope and that hope is essential for this work.

Our students are phenomenal. Whether they’re leading programs, supporting peers or sharing their stories with industry partners, they’re showing what inclusive excellence looks like in action. And our staff! You could name any one of them for their dedication to students, the relationships they build and the collaborations they spark. They are the heart of this work.

I’m also incredibly grateful to our college leadership for being willing to innovate and invest in this important work. It takes people in key places to say yes to new ideas and push for change.

What does this recognition mean to you?

This award isn’t just about me, it’s a reflection of our entire community. Students, staff, mentors and college partners, we’ve all worked hard to build something meaningful, even through change and uncertainty.

Innovation and impact speak directly to the work we’ve been doing. And the recognition tells us we’re on the right track. It reminds us that inclusive excellence isn’t just a value statement. It’s about recognizing that people come in with different circumstances and that we have a responsibility to make sure everyone has a fair chance to thrive and succeed.

What are you most looking forward to for the BOLD Center?

As we think of the future, we want to make sure that our organization and students are really set up for success by having all the resources we need to be sustainable. We are constantly enhancing our programming, scholarships and services that we’re offering for our students. I’m really excited knowing that we are a pivotal piece of student success not only for our college, but campus-wide and even nationally. So, I expect some big things to come in the future!

Amy Moreno-Sherwood was honored as the 2025 Presidential Inclusive Excellence recipient representing staff across all four of CU's campuses. Moreno-Sherwood is the director of the Broadening Opportunity through Leadership and Diversity (BOLD) Center within the College of Engineering and Applied Sciences.

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BOLD students shine with spring 2025 undergraduate awards

Charles Ferrer — Mon, 21 Apr 2025 17:09:13 +0000

BOLD students shine with spring 2025 undergraduate awards Charles Ferrer Mon, 04/21/2025 - 11:09

Congratulations to our BOLD community members who have earned spring 2025 graduating awards through the college!

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NSBE helps CU Engineering student land internship at Medtronic

Charles Ferrer — Mon, 10 Feb 2025 17:58:53 +0000

NSBE helps CU Engineering student land internship at Medtronic Charles Ferrer Mon, 02/10/2025 - 10:58

Charles Ferrer

Nathan Mahary is a fourth-year undergraduate student in the Electrical, Computer and Energy Engineering Department. He interned at Medtronic, a global medical device company, and has been heavily involved with the National Society of Black Engineers (NSBE) during his time at CU ��ý��.

Medtronic treats about 70 health conditions and their technologies include cardiac devices, surgical robotics, insulin pumps, surgical tools and patient monitoring systems.

Nathan Mahary interns at Medtronic, a global medical device company, with their surgical operations software team.

How did you first get interested in electrical & computer engineering?

Growing up, I loved playing with electronics either if it was taking apart RC cars and helicopters and putting them back together. That curiosity naturally led me to engineering. I joined a robotics program in high school, which helped me realize how much I enjoyed the combination of electrical and software engineering. When I started college, I initially entered as an open engineering major to explore my options, but inevitably knew I’d end up in electrical and computer engineering. I just love how the two fields complemented each other, allowing me to work in both hardware and software.

How did you find out about the internship with Medtronic?

Through NSBE, we had a connection with Medtronic. Medtronic invited NSBE members to visit their facility, and they asked for resumes for anyone interested in learning about their career opportunities. I submitted mine and then received an email inviting me to an interview. I wouldn’t have had that opportunity to learn about Medtronic without NSBE.

What was it like knowing that NSBE played a role in securing your internship?

It was surreal. Glory to God! Our goal in collaborating with Medtronic was to open up opportunities for NSBE members. When they mentioned internship opportunities, I figured I had nothing to lose by submitting my resume. Medtronic was an opportunity to work in an area that had matched my skill set and gave me an opportunity to strengthen those skills.

What kind of projects did you work on during your internship?

My role was primarily in software engineering. I developed a testing application for the surgical operations software team using a programming language of my choice. I wasn’t very strong in Python at that time, so my mentor encouraged me to work on that and by the end of the summer, I had significantly improved my coding skills. It was an eye-opening experience because I never saw myself working in the medical field. My true passion has been space technology, but this internship showed me how impactful and rewarding medical technology can be.

Beyond technical skills, what did you learn from the internship?

One major takeaway was learning to work on a larger team. In my school projects, I had worked with at most up to four people. At Medtronic, I was part of a much larger team, and I had to learn how to do my part while integrating my work into a bigger system.

Another incredible aspect was being able to shadow other engineers. Since I have an electrical background, I was honest with them and wanted to explore both software and hardware. One of the managers connected me with a hardware engineer who I got to work with in the lab where I soldered components and learned more about the hardware. That hands-on experience helped me stay connected to my electrical engineering roots.

Nathan Mahary and fellow society members from the CU ��ý�� chapter of the National Society of Black Engineers at their 2024 national convention in Atlanta, Ga.

How has NSBE influenced your professional development?

NSBE has played a huge role in my college journey. Before CU ��ý��, my cousin, who was on the NSBE board, encouraged me to attend a meeting. At first, I was only focused on academics—getting good grades and doing well in class. But NSBE introduced me to the professional side of engineering: how to market myself, build a resume and practice for interviews. That changed everything for me.

During my sophomore year I became the media chair and helped promote events to our members. I wanted to give back more to NSBE and thankfully became vice president my junior year, which gave me the platform to help others in the same way NSBE had helped me. Leading NSBE meetings and connecting our members with more opportunities helped grow my leadership tremendously.

What was your experience like at NSBE’s professional conferences?

The NSBE National Convention is an incredible opportunity, and I always encourage students to attend. Over 300 companies and grad schools participate, and the career fair alone is a game-changer. At home, you might apply to two or three jobs a day, but at the conference, you have hundreds of companies right in front of you. It’s one of the best ways for students to land internships and jobs.

What are your post-graduation plans?

I have two major goals. God willing, first, I’m returning to Medtronic in the fall as a software engineer, which is a huge opportunity for me. Second, I’m working with a few other students on a potential startup. My business minor has been incredibly valuable in that process, and I’ve always been passionate about the business side of engineering. I even took an engineering management course this year to sharpen my skills. Whether it’s through Medtronic or this startup, I’m excited about what’s ahead!

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CU ��ý�� among top colleges for Indigenous students

Charles Ferrer — Wed, 13 Nov 2024 20:34:04 +0000

CU ��ý�� among top colleges for Indigenous students Charles Ferrer Wed, 11/13/2024 - 13:34

Charles Ferrer

The American Indian Science and Engineering Society (AISES) has recognized CU ��ý�� as one of the top 200 colleges for Indigenous students in its 2024-2025 national rankings.

CU ��ý��'s AISES chapter attends the 2024 national AISES Conference in San Antonio.

AISES, a national organization dedicated to increasing Indigenous representation in STEM fields, evaluated schools based on the strength of their support programs for Native students, as well as undergraduate enrollment and graduation rates.

The AISES chapter at CU ��ý�� serves as a community for Indigenous students in the College of Engineering and Applied Science and across campus, connecting those interested in STEM and supporting them academically and professionally. This recognition reflects CU ��ý��’s commitment to fostering an environment where Indigenous students can thrive in STEM—a commitment embodied by the leaders of its AISES chapter.

Noelle Bagola, the chapter’s treasurer, said her journey with AISES has empowered her professionally and personally.

“Being part of AISES allowed me to grow as a leader,” she said.

Through her involvement, Bagola developed skills in areas she once found challenging, like connecting with professionals at conferences and building strong peer relationships.

“Now, I feel confident communicating with people and stepping up to help others. Becoming a leader has been my biggest accomplishment with AISES.”

For Shellene Redhorse, AISES chapter president and a third-year aerospace engineering student, the chapter’s impact extends beyond CU ��ý��’s campus.

“A lot of what AISES does is about supporting our members and the Indigenous community,” she said. “The Indigenous community at CU ��ý�� may be small, and the STEM students within that community are even more rare, but we are here.”

One of her proudest achievements was taking students to this year’s national AISES conference in San Antonio, where they connected with other Native scientists. Redhorse also highlighted the chapter’s outreach to Indigenous students in Denver, where they host hands-on STEM activities, including rocketry demonstrations at Lake Middle School.

“We’re hoping to inspire middle-schoolers by showing them what a future in STEM could look like,” she said.

“When I was in school, I didn’t think a STEM career was possible for me until I got to work on hands-on projects. I know many Native students don’t have those opportunities, so we’re working to change that.”

Looking forward, AISES aims to establish a more permanent support network for Native students in Denver, opening more pathways into STEM fields.

Indigenous Knowledge and STEM

AISES participated in the 2023 First Nations Launch as the ‘CU Trailblazers’, sweeping first place in all their categories and a grand prize trip to the Kennedy Space Center.

Both Bagola and Redhorse draw from Indigenous knowledge to inform their approach to STEM.

Redhorse, who is of Navajo (Diné) and Chickasaw descent, described how her cultural heritage shapes her engineering perspective.

“In our culture, we observe nature closely—how animals act, how weather patterns shift, even how the stars guide us. Our ancestors used this knowledge for everything from growing crops to building structures,” she said.

Inspired by these traditions, she incorporates Indigenous wisdom into school projects.

“I remember building a small rover in sixth grade based on how a beetle moved away from light. It’s that respect for nature and deep observation that really inspires me.”

Redhorse often reflects on Navajo understandings of stars and space, which she sees as especially relevant to her studies in aerospace. She also appreciates Indigenous approaches to sustainability, noting how Native architecture adapts to harsh climates in environmentally mindful ways.

“Whether it’s the way water moves around structures or how a hogan—a traditional dwelling and ceremonial structure—retains heat, these hold incredible value in my engineering work.”

Bagola, an integrative physiology student and a member of the Navajo (Diné) and Cheyenne River Sioux tribes, finds similar connections in her field.

“For us, health is not just physical—it’s about mind, spirit, and experience,” she explained.

“Indigenous medicine, like using sweat lodges, plays an important role in healing. Staying connected with your spirit is essential to being truly healthy.”

Community and Advice for Indigenous STEM Students

“AISES is a really welcoming community for Native students here at CU,” Redhorse said. “It’s a safe space where we can connect, share and rejuvenate. Our meetings are open to anyone, you don’t have to be Native. We welcome anyone who wants to learn about our culture and support us.”

Campus Organizations and Community Resources

Like Bagola, Redhorse also said her involvement with AISES has helped her grow as a leader. Recently, she was invited to welcome the keynote speakers at CU ��ý��’s Indigenous Peoples’ Day plenary event—a role she could not have imagined for herself as a first-year student.

Chantal Baca, academic services manager for the BOLD Center, has served as the AISES faculty advisor for the past academic year. She noted the inclusive community for Indigenous students and credits AISES’ executive student board and members over the last five years.

“The AISES chapter is a remarkable group of student leaders who embody the vision, achievement and STEM student success,” said Baca. “Their membership has made a significant impact in the College of Engineering and Applied Science.”

Student leaders offer heartfelt advice to Indigenous students interested in STEM.

“It’s OK to feel alone sometimes, but find your community, and don’t be afraid to ask for help,” said Bagola. “Joining AISES helped me step out of my comfort zone, gain confidence and start reaching out to my professors and others in my field.”

“In engineering, there were five women in a room of 50 students—and being Native added another layer,” said Redhorse. “But, I’d tell anyone in that position: keep going.”

“Our people are resilient, and if you push through and find your community, you’ll thrive.”

The American Indian Science and Engineering Society has recognized CU ��ý�� as a top college for Indigenous students in its 2024-2025 national rankings.

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