College of Arts and Sciences

Teaching East Asia Through Picture Books receives excellence in civic and community engagement award

Arielle Wiedenbeck — Tue, 03 Mar 2026 19:30:15 +0000

Teaching East Asia Through Picture Books receives excellence in civic and community engagement award Arielle Wiedenbeck Tue, 03/03/2026 - 12:30

Mentored by staff from the Program for Teaching East Asia, ��ý�� students develop picture books that focus on a specific region of East Asia. These books are then used as teaching tools in K-12 classrooms across Colorado.

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An Experiential Approach to SPAN 4215, Spanish in the United States

Arielle Wiedenbeck — Wed, 25 Feb 2026 17:59:03 +0000

An Experiential Approach to SPAN 4215, Spanish in the United States Arielle Wiedenbeck Wed, 02/25/2026 - 10:59

Tracy Quan

Tracy Quan is a member of the Experiential Learning Design Accelerator Faculty Cohort (The Accelerator). The Accelerator supports CU ��ý�� faculty members with the design of undergraduate courses that integrate community-engaged, experiential learning partnerships.

SPAN 4215: Spanish in the United States is a course that addresses the experiences and perceptions of Spanish speakers and Latines/Hispanics in this country from historic, sociopolitical and linguistic perspectives. In my opinion, it is impossible to talk about Spanish in this country without talking about immigration because Spanish is often used to characterize individuals as “undocumented,” “foreign” and “un-American.” I have taught SPAN 4215 countless times, but in 2025, it felt imperative to bring in a human element to the teaching of immigration and other course topics. I wanted my students to explore the (in)humanity behind what was going on, while asking students to use their Spanish language abilities in purposeful ways.

Community Partner Collaboration

In Fall 2025, I began a collaboration with Cartas de Paz, a project managed by Casa de Paz (an Aurora-based nonprofit that supports detained immigrants). My students wrote a series of four letters in Spanish to individuals detained in ICE detention centers over the course of a semester. This included drafting and peer review sessions, along with reflections.

Benefits and Challenges

“Aprendí más sobre las vidas de las personas en los detention centers y sus desafíos.” (‘I learned more about the lives of people in detention centers and their challenges.’)

“Las cartas son una buena manera para practicar la empatía y tratar de entender una situación que no he experimentado.” (‘The letters are a good way to practice empathy and to try to understand a situation that I haven’t experienced.’)

Student quotes from SPAN 4215, in Fall 2025

Many of my students have expressed that they like this project because:

They get to use Spanish for a real purpose,

They are contributing something positive in regard to US immigration, and

Many are interested in pursuing work/further study in law and/or immigration.

However, the collaboration was also challenging because students didn’t always know what to write or what to say. Sometimes they didn’t get responses, or their pen pals would change a lot throughout the semester because the person would be released. Sitting with this discomfort became part of the learning process as my class and I tried to understand the uncertainty of detention and the privilege of our situations, as reflected in the earlier student quotes.

Multimodal Student Reflection

This semester I am teaching SPAN 4215 again and continuing to collaborate with Cartas de Paz. Based on student ideas from last semester, this semester I have spaced out the letters more to facilitate responses. I have also thought of ways to encourage student reflection that uses different modalities. For example, students individually audio record reflections about connections and challenges from the letter writing, then, during class, they do in-person written reflections followed by small- and large- group discussions using classmates’ written responses as conversation starters.

Students as Co-designers in the Learning Experience

One of the biggest take-aways from my participation in the weeklong Accelerator is to ask students for ideas on how to improve the learning experience. As such, I asked my students last semester how we could deal with some of the challenges they faced, and they gave me the wonderful idea of having students who received replies share what they learned so that the class, as a whole, can feel like they are learning regardless of whether they received a response or not from their pen pal. I will be trying this idea out, and I have a feeling it will foster classroom community and create a sense of collective learning.

Tracy Quan, PhD (she, ella) (Accelerator cohort 2025–2026)
Assistant Professor of Spanish Linguistics
Department of Spanish & Portuguese, ��ý��
tracy.quan@colorado.edu | www.tracyquan.weebly.com

Tracy Quan is a member of the Experiential Learning Design Accelerator Faculty Cohort, which supports CU ��ý�� faculty members in the design of undergraduate courses that integrate community-engaged, experiential learning partnerships.

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Taking the Bard "Down Under"

Arielle Wiedenbeck — Tue, 09 Dec 2025 18:01:15 +0000

Taking the Bard "Down Under" Arielle Wiedenbeck Tue, 12/09/2025 - 11:01

Gretchen Minekime

Amanda Giguere, Colorado Shakespeare Festival Director of Outreach, recently traveled to Australia as a featured guest of the Melbourne Public Humanities Initiative at the University of Melbourne. Giguere was invited to share research about the Shakespeare & Violence Prevention program (a collaboration between the Colorado Shakespeare Festival (CSF), the Center for the Study and Prevention of Violence, and the Department of Theatre and Dance), and to discuss her new book: Shakespeare & Violence Prevention: A Practical Handbook for Educators (University Press of Colorado, 2025).

During her week in Australia, Giguere delivered an interactive keynote, featuring professional actors from Melbourne, participated in a documentary video series, On Humanities, and conducted training sessions at the University of Melbourne and at Bell Shakespeare (Australia’s leading Shakespeare theatre). While in Sydney, Giguere met with Bell Shakespeare leadership about CSF’s innovative project, and hopes that the work which originated at CU ��ý�� can impact people in Australia.

“I wrote the book about Shakespeare & Violence Prevention so other educators could learn from what we’ve done here in Colorado,” said Giguere. “It’s so inspiring to hear, when I share this work with people outside of Colorado, that it resonates with others in meaningful ways.”

For more information about Giguere’s new book: https://upcolorado.com/university-of-wyoming-press/item/6749-shakespeare-violence-prevention

For more information about the Shakespeare & Violence Prevention program, currently touring Colorado’s K-12 schools: https://cupresents.org/performance/10050/shakespeare/csf-schools/

Amanda Giguere, Colorado Shakespeare Festival Director of Outreach, recently traveled to Australia as a featured guest of the University of Melbourne to share research about the Shakespeare & Violence Prevention program.

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Shakespeare & Violence Prevention Program in Southeast Colorado

Arielle Wiedenbeck — Wed, 19 Nov 2025 20:55:21 +0000

Shakespeare & Violence Prevention Program in Southeast Colorado Arielle Wiedenbeck Wed, 11/19/2025 - 13:55

Amanda Giguere

The Shakespeare & Violence Prevention program (SVP), a collaboration with the Colorado Shakespeare Festival (CSF), CU Theatre & Dance, and the Center for the Study and Prevention of Violence, pairs Shakespeare’s plays with violence-prevention research. Since 2011, SVP has reached more than 140,000 K-12 students. Its methods are outlined in a new book: Shakespeare & Violence Prevention: A Practical Handbook for Educators.

This year, the SVP troupe is performing The Tempest and Hamlet in schools across Colorado. The team recently completed a two-day residency in Southeast Colorado. SVP actors were accompanied by Professor Kevin Rich, director of the abridged Hamlet, and CSF Director of Outreach Amanda Giguere, author of Shakespeare & Violence Prevention: A Practical Handbook for Educators. The actors performed for 410 students, bused in from six schools across three counties (Bent, Las Animas, and Otero). Prior to the visit, the SVP team trained Otero College professors and students online in workshop facilitation. During the residency, SVP actors and Otero College facilitators led breakout sessions connecting the plays to contemporary violence.

Additionally, Rich trained local teachers in Applied Shakespeare, exploring how Shakespeare’s plays resonate with contemporary issues. A free public performance of Hamlet concluded with a discussion featuring a representative from Colorado’s Office of School Safety, alongside Rich, Giguere and the actors.

“This recent visit to La Junta was a powerful reminder of how learning can be engaging, lively and fun,” said Giguere. “Our professional actors worked alongside Otero students, CU faculty, and K-12 students and teachers to share the power of live theatre. It was inspiring to see people collaborate and use the arts to connect our communities.”

This visit was funded by CU’s President’s Fund for the Humanities. The 2025-26 SVP program is also funded in part by PACES, ��ý�� Arts Commission, Kahn Family Teaming Fund, RIO Arts & Humanities Grant, school fees and individual donations to the CSF Education Endowment and the CSF Education Fund. To request the program in your community, visit here.

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CU ��ý�� professor develops more accessible way for families to experience planetarium shows

Arielle Wiedenbeck — Thu, 30 Oct 2025 18:14:15 +0000

CU ��ý�� professor develops more accessible way for families to experience planetarium shows Arielle Wiedenbeck Thu, 10/30/2025 - 12:14

Elle Moscinski

Fiske Planetarium at the ��ý�� has begun hosting special events catering to families with young children who have sensory needs. Dubbed Sensory-Friendly Sundays, those attending will find staff passing out blankets and headphones, kids clutching stuffed animals, interactive exhibits, and a relaxed, welcoming environment. The adapted show format provides an accessible space for kids to learn more about the universe and their place within it.

Professor Ann-Marie Madigan, associate professor of astrophysical and planetary sciences at the ��ý��, is the program’s creator. Her expertise is with gravitational dynamics, including the motions of stars around supermassive black holes, and planets orbiting white dwarfs. Madigan first found inspiration for the program at the World of Wonder Museum in Lafayette, CO. She noticed how beneficial and comfortable their monthly sensory-friendly day was for her young daughter.

“I really appreciated those events, and my daughter really enjoyed them,” said Madigan. “I wondered how to bring something similar to the greater ��ý�� community, and I thought it would be really nice to combine my day job as an astronomer with something I really appreciate in my outside life.”

Sensory-Friendly Sundays first started in fall of 2024 with a grant from the Office of Public and Community-Engaged Scholarship (PACES). Two pilot events were hosted with overwhelming success—immediately exceeding the registration cap of 100 people. This semester, a second more substantial grant is enabling monthly events and a broader audience, reaching children ages 3 to 12.

Typical planetarium shows can sometimes be overwhelming or stressful. The planetarium dome can have loud, startling noises or explosive light displays. Some families may not feel comfortable bringing their kids for fear of the experience being too dysregulating and intense. Sensory-Friendly Sundays are designed to provide a safe space for kids where they can be especially supported and can calm down in a quiet environment.

Fiske’s house rules are more relaxed on Sensory-Friendly Sundays; the planetarium dome always has open doors so families and kids can come and go as needed if they become overwhelmed. Madigan also noted how stressful it can be for parents to worry about their children being disruptive. Often, if parents fear that they won’t be able to stay the entire time, they will not come at all, because they don’t wish to interrupt the show. Having open doors helps to alleviate those worries.

In addition, Sensory-Friendly Sundays offer support through staffing and equipment. The program provides trained onsite support from student volunteers from the Speech, Language and Hearing Clinic, as well as professional therapists. Fiske staff members have been educated about neurodiversity and sensory overwhelm and coached how to engage appropriately with kids who may have special needs. Inside the dome, the lights are not completely dimmed, and the noise level is lowered. There are materials to help kids remain calm and engaged: tables with crafts, a gravity floor, and lots of textured materials meant to be touched, such as a large 3D model of the lunar surface. Noise-cancelling headphones, blankets and stuffed animals are available to check out.

As the program has evolved, so have the activities inside the dome. CU ��ý�� undergraduate Hunter Pratt led a dome activity exploring how light interacts with color and how both animals and astronomers see the universe in different wavelengths.

To run this program effectively, Madigan reached out to the Fiske Planetarium staff, including the director, Professor John Keller. She worked with the Speech, Language, and Hearing Clinic and sought feedback from members of the Autism Society of ��ý�� County. It was tough logistically; for example, making sure all the therapists were properly compensated and that there were enough volunteers.

“It was a little scary to open the doors for the first time,” said Madigan. “But, after the first event, everything was more relaxed ... because all we’re doing here is making this space much more available and accessible, for free, for families with kids who have sensory processing disorders, and they really loved it.”

Madigan is delighted that this program will be an ongoing, supportive event for the broader ��ý�� community. So far, her favorite part is getting to see kids run around as their authentic selves and be excited about space. Sensory-Friendly Sundays will hopefully continue to serve families and connect them with astronomy.

“Astronomy is special, because it is so fundamental and meaningful. It’s about what we are doing here and how it all came to be,” shared Madigan. "Kids are fascinated with space, planets and black holes. It feels right to make sure that all kids can actually engage with it.”

Learn more about Sensory Sundays on Fiske’s Planetarium’s website.

Designed in collaboration with the Autism Society of ��ý�� County, Fiske Planetarium hosts a monthly series of free sensory-friendly experiences intended for children with autism spectrum and sensory processing disorders.

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Lights! Camera! Action! Cherry Yogurt!

Arielle Wiedenbeck — Tue, 07 Oct 2025 21:52:36 +0000

Lights! Camera! Action! Cherry Yogurt! Arielle Wiedenbeck Tue, 10/07/2025 - 15:52

Aspiring filmmaker and CU ��ý�� senior Francesca Hiatt’s short film, Cherry Yogurt, relies on subtlety to touch on grief and support, viewed through children’s eyes

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College of Arts and Sciences

Teaching East Asia Through Picture Books receives excellence in civic and community engagement award

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An Experiential Approach to SPAN 4215, Spanish in the United States

Community Partner Collaboration

Benefits and Challenges

Student quotes from SPAN 4215, in Fall 2025

Multimodal Student Reflection

Students as Co-designers in the Learning Experience

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Taking the Bard "Down Under"

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Shakespeare & Violence Prevention Program in Southeast Colorado

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CU ������ý���� professor develops more accessible way for families to experience planetarium shows

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Lights! Camera! Action! Cherry Yogurt!

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CU ��ý�� professor develops more accessible way for families to experience planetarium shows