College of Arts and Sciences

Community-Engaged Learning with the Colorado’s People of the Sacred Land Exhibit

Arielle Wiedenbeck — Fri, 26 Jun 2026 14:38:12 +0000

Community-Engaged Learning with the Colorado’s People of the Sacred Land Exhibit Arielle Wiedenbeck Fri, 06/26/2026 - 08:38

Lisa Schwartz , Michela Ardizzoni

In Spring semester 2026, Associate Professor Michela Ardizzoni’s Introduction to Social Change in the Arts class partnered with the Museum of ��ý�� to co-develop an art exhibit that centers the voices and perspectives of Indigenous people–past and present. The exhibit, Colorado’s People of the Sacred Lands, invites viewers to rethink what they know about the histories of Colorado’s historic tribes and learn about the present day, lived experience of Native Americans. Key findings from the Truth, Restoration, and Education Commission (TREC) Reports are featured, paired with artwork by Native artists addressing the personal impact of these histories.

Ardizzoni’s community-engaged teaching and learning (CETL) course was developed in partnership with Emily Zinn, the Museum of ��ý��’s deputy director of community engagement, and through Ardizzoni’s participation in the Experiential Learning Design Accelerator program (Accelerator). The Accelerator supports faculty with the design of CETL courses and is a collaboration with CU ��ý�� Public and Community-Engaged Scholarship (PACES), the Center for Teaching (CTL) and the University of Arizona.

CU ��ý�� students from Ardizzoni's Social Change in the Arts class attend the opening of the People of the Sacred Land exhibit at the Museum of ��ý��, April 24, 2026

The focus of Ardizzoni’s class was to co-develop the exhibit with the museum and the participating Indigenous artists. Fifteen students worked directly with the TREC Reports and interviewed featured artists Chris Chavez, Sage Deal, Maxx W Lake, George Curtis Levi, Halcyon Grace Levi, Skye Little Cloud and Raelene Whiteshield.

“This knowledge has the potential to change the ways our community views ourselves and each other,” said Zinn. “To work alongside students and see them grow and develop relationships with the artists was a fulfilling way to make sure there was meaningful dialogue that went along with the exhibit. The artists made a huge impact on them, and I was humbled that they entrusted us with their art and stories."

Ardizzoni, associate professor and incoming chair of the department of French and Italian, and an affiliate in the department of Media Studies, co-created the undergraduate certificate in Art and Social Change that the course introduces. Like her students, Ardizzoni had never worked on an exhibit. Together with Zinn, they curated the artwork that includes paintings, textiles, ledger art, and wampum and is interspersed with excerpts from the TREC Reports and artists’ oral histories.

“The objective with this course was to introduce students to engaged community practices and to give them the opportunity to work directly with local Indigenous artists. It was essential that they understand how deeply Native communities are woven into the history of Colorado. It was equally important for students to understand that this kind of collaboration should not be extractive, but should be rather rooted in reciprocity and respect. In that spirit, we envisioned the exhibit as a window for local Indigenous artists, and the oral histories students collected will become part of the Museum of ��ý��’s archival materials. Through that collaboration, students were able to connect what we studied in the course with lived experience and a much fuller sense of history,” said Ardizzoni.

Student Learning

In addition to the course learning objectives (see below), Ardizzoni developed tables of student and museum goals and outcomes related to the exhibit:

Student Goals	Community Partner Goals
Develop a sense of accountability to communities beyond the classroom	Strengthen connections between the museum and local students
Cultivate reflective practices that link personal experience with broader social issues	Enhance the museum’s reputation as a site for community collaboration
Build collaborative and listening skills by engaging with museum staff and artists as co-creators	Increase contextualization of Indigenous voices/art

Student Goals

Community Partner Goals

Develop a sense of accountability to

communities beyond the classroom

Strengthen connections between the museum and local students

Cultivate reflective practices that link personal experience with broader social issues

Enhance the museum’s reputation as a site for community collaboration

Build collaborative and listening skills by engaging with museum staff and artists as co-creators

Increase contextualization of Indigenous

voices/art

Student Outcomes	Community Partner Outcomes
Completed oral histories, interviews or stories, properly documented and archived	A collection of oral histories or stories that can be archived or incorporated into future exhibits
Public-facing project components (exhibit panels, recordings, digital media, etc.)	Exhibit-ready materials co-created with students
Reflections, journals or artist and contextual statements	Documentation of the project for internal use or grant applications

The course’s learning objectives included critical, analytical, ethical and reflective practices that supported and led to the exhibit’s development. The table below lists the learning objectives coupled with student feedback about their learning.

Learning Objectives At the end of this course, students will be able to	Student Feedback
Understand and explain concepts pertinent to the Certificate in Art and Social Change	"It gave me a more clear understanding of the power and responsibility art has in communicating challenging topics."
Develop critical thinking skills in relation to issues of diversity, social change and civic engagement	"I've realized that… even just existence and persistence can be a form of activism." "My cultural awareness has grown because I had a moment of realization about how much the American education system hides the terrible things that we did to Indigenous people."
Develop informed, culturally responsible approaches to presenting local Indigenous artistic work for community audiences	"Being one-on-one with the artist and hearing their perspectives." "Students need to know about the responsibility of being transparent and taking care of relationships." "For true collaboration, it is important to have reciprocity in the relationship." "Our responsibility is to enter humbly, to listen and see how we can be of service on their terms."

Learning Objectives

At the end of this course, students will be able to

Student Feedback

Understand and explain concepts pertinent to the Certificate in Art and Social Change

"It gave me a more clear understanding of the power and responsibility art has in communicating challenging topics."

Develop critical thinking skills in relation to issues of diversity, social change and civic engagement

"I've realized that… even just existence and persistence can be a form of activism."

"My cultural awareness has grown because I had a moment of realization about how much the American education system hides the terrible things that we did to Indigenous people."

Develop informed, culturally responsible approaches to presenting local Indigenous artistic work for community audiences

"Being one-on-one with the artist and hearing their perspectives."

"Students need to know about the responsibility of being transparent and taking care of relationships."

"For true collaboration, it is important to have reciprocity in the relationship."

"Our responsibility is to enter humbly, to listen and see how we can be of service on their terms."

Professional Skills and Growth

Significantly, students learned situated, professional skills in order to develop a real-world product.

As one student shared, "It made me feel like what I was working on actually mattered."

Students’ end-of-course survey feedback highlighted growth in the following areas–all critical for general career development:

Communication skills for professional work and public sharing (most cited)
Project management
Interviewing
Collaboration
Cultural awareness

Growth in museum and curatorial skills was also a standout achievement for many students.

"The skill I developed, which I never had exposure toward, is that of a museum curator."

Unsurprisingly, the biggest challenges that students faced were project timelines, communication, student small-group dynamics and balancing their workloads.

Overall, students valued working directly with the artists and identified interviews and personal conversations as the most impactful aspect of the project. They also greatly enjoyed getting out of the classroom and participating within the museum space.

CU ��ý�� students from Ardizzoni's Social Change in the Arts class attend the opening of the People of the Sacred Land exhibit at the Museum of ��ý��, April 24, 2026

Exhibit Feedback

The culmination of the class, the exhibit, was an all-hands-on deck experience for Ardizzoni, the students and Zinn.

“Collaborating with Emily [Zinn] transformed this course and the students’ experiences,” said Ardizzoni. “Students worked side-by-side with Indigenous artists and made curatorial decisions about how those voices would be represented in the exhibit. That kind of collaboration deepened everyone’s understanding of what it means to display someone else’s story with respect and intention. I honestly came away having learned just as much about exhibit design as my students did about local Indigenous cultures, community and representation.”

The exhibit’s opening event on April 24, 2026 was an exciting and well-attended, collaborative event. The presenters and audience included the Indigenous artists and their communities, the students and CU ��ý�� colleagues, members of ��ý�� City Council, the People of the Sacred Lands organization and the general public. Attendees’ comments highlight the power of the exhibit’s development process and product:

"My partner is Chippewa, and we're visiting ��ý�� for the first time. It's great to see these histories told in this way. So often they aren't told at all." - Visitor
"As a longtime educator, I know the mis-education and the disinformation, the importance of erasure in order to have some of the things happen that have happened. I will say, as someone who has deepened my own learning and awareness, and I got to talk with Michela and her class as they were starting their project about their own personal journey. The work is in the mirror." - City Council Member Taishya Adams
"Every single person I spoke to had positive reactions to the artwork, the display and the camaraderie. Those young people were just awesome." - People of the Sacred Land Executive Director Rick Williams
"The exhibit is incredible. The Museum of ��ý�� should be proud." - Visitor

The exhibit is on view until July 5 at the Museum of ��ý��. CU ��ý�� faculty members and students interested in the Accelerator or a new "sister" program, Students as Partners for CETL (applications due Aug. 17), please contact lisa.h.schwartz@colorado.edu.

Associate Professor Michela Ardizzoni’s Introduction to Social Change in the Arts class partnered with the Museum of ��ý�� to co-develop an art exhibit that centers the voices and perspectives of Indigenous people–past and present.

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Photo Credit: Matthew Jonas, Daily Camera

Expanding tools for therapists supporting suicidal youth

Arielle Wiedenbeck — Sat, 25 Apr 2026 19:45:40 +0000

Expanding tools for therapists supporting suicidal youth Arielle Wiedenbeck Sat, 04/25/2026 - 13:45

Tamar Kodish with her PACES funded project "Strengthening Support for Therapists Working with Suicidal Youth".

Madeline Brant

Suicide is the second leading cause of death among youth in Colorado, making suicide prevention an urgent priority. Unfortunately, many therapists working with adolescents in crisis report feeling overwhelmed and isolated, with limited access to training, support and practical tools for handling more complex cases. A new project led by Assistant Professor Tamar Kodish and Sherry Burkhard, executive director of Rise against Suicide (Rise), aims to change that by providing resources for clinicians. In partnership with Rise a local nonprofit that supports youth up to age 19 who are at risk of suicide, Kodish is developing an online toolkit to directly support therapists.

According to Burkhard, the collaboration with Kodish “works to better support efforts from both the therapists’ perspective as well as from the infrastructure of a nonprofit perspective.”

Rise Against Suicide works with youth in ��ý�� and surrounding counties, providing treatment to children who otherwise would not have access to such mental health care. By eliminating financial and social barriers, Rise helps children and families feel more comfortable reaching out for help.

“Rise Against Suicide has this incredible group of therapists who provide different kinds of treatment to kids in school settings for free, and they wanted to improve support for their therapists,” said Kodish. As every child requires a different approach, the knowledge and skills demanded of counselors continue to grow. The toolkit will initially be released to therapists working for Rise, and who encounter a wide range of cases with varying needs.

The toolkit project, funded by CU ��ý��’s Public and Community-Engaged Scholarship (PACES), focuses on providing evidence-based practices, including practical solutions for crisis and therapist burnout, as well as introducing a digital platform to help therapists use evidence-based interventions and better navigate systems of care, like schools. These resources are intended to enhance both therapists’ well-being and professional development.

Kodish and Rise Against Suicide prioritized a feasible and accessible toolkit, intending to “create something for the therapists in Rise, but also something to scale out more broadly. We have therapists across the world doing amazing work, but without enough resources and support,” Kodish said.

Rooted in an engaged scholarship approach, Kodish works directly with therapists involved in youth suicide prevention. “One of our goals was to give therapists a space to talk about their own experiences,” said Kodish. “We can learn so much from them. They have valuable knowledge and insight that isn’t fully captured in the research literature.”

By directly working with therapists and basing the toolkit around their clinical experiences, the toolkit is tailored to challenges real therapists face. Better equipped clinicians can respond more effectively to a variety of complex cases, creating more reliable care. Expanding resources for people in this line of work addresses an additional issue in the field: a shrinking number of people who want to step into these roles. The shortage of therapists across the United States continues to limit access to care for many people without sufficient financial or community-based resources.

“We believe the availability of this toolkit will help more therapists feel equipped to step into this work,” said Burkhard. By increasing communication and support, initiatives like this toolkit encourage more people to feel equipped and willing to enter this profession – expanding care to those who need it the most.

Learn more about the Strengthening Support for Therapists Working with Suicidal Youth project here.

Many therapists working with adolescents in crisis report feeling overwhelmed and isolated, with limited access to training, support and practical tools. A new project led by Assistant Professor Tamar Kodish and Sherry Burkhard, executive director of ��ý�� nonprofit Rise Against Suicide, aims to change that by providing therapists with an online toolkit.

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Tamar Kodish with her PACES funded project "Strengthening Support for Therapists Working with Suicidal Youth".

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Sherry Burkhard (left) and Anabel Salimian (right) present on the project "Strengthening Support for Therapists Working with Suicidal Youth" at Community Engagement Week 2026

A non-traditional student found his purpose in the cosmos. Now he helps his community do the same.

Arielle Wiedenbeck — Tue, 31 Mar 2026 16:54:15 +0000

A non-traditional student found his purpose in the cosmos. Now he helps his community do the same. Arielle Wiedenbeck Tue, 03/31/2026 - 10:54

Madeline Brant

Having worked as a piercing artist, driving instructor and mentor to adolescents struggling with substance abuse, Hunter Pratt didn't believe he was a typical candidate for a science career – but when he started studying the universe and the planets, he found a sense of belonging. Now a senior studying astrophysics at CU ��ý��, Pratt’s unconventional background drives his deep commitment to his work in science outreach: making astronomy accessible to people with a wide range of backgrounds and interests, including those who feel disconnected from science topics.

While working towards his bachelor’s degree, Pratt founded Astronomy on Tap ��ý��, an event where scientists present space topics in a comfortable, social environment to educate and spark interest in community members. Pratt also launched the astronomy podcast Open Orbit, broadcast through KVCU 1190 Radio.

Pratt interviews Associate Professor Steve Lamos for episode 11 of the Open Orbit podcast, where they discussed communication barriers between researchers and the general public.

“Once I began the Open Orbit podcast and Astronomy on Tap ��ý��, it felt like my passion for understanding and feeling connected with the universe wasperfectly matched with my love for community building. There is a growing mistrust of science, and effective, approachable communication is mandatory for science to thrive,” Pratt explained.

The podcast, according to Pratt, “strives to bridge the gap between scientific researchers and the broader public, ensuring that science feels accessible rather than out of reach.” The podcast features a range of guests, with researchers, educators and students invited to discuss science topics—in an approachable and inviting way—ranging from black holes to planetary exploration.

With Astronomy on Tap events occurring in cities across the world, including Los Angeles, Nashville and Copenhagen, Pratt felt inspired to bring Astronomy on Tap to Colorado and share this event with a new community. Astronomy on Tap ��ý�� shares similar goals with the Open Orbit podcast, hosting events with a variety of presenters in a comfortable, informal setting that encourages conversation about astronomy outside of a traditional classroom environment.

“My goal with Astronomy on Tap ��ý�� is to bring astronomy and science to people who are skeptical of it or would otherwise not be introduced to it. I know that many people do not have the chance to engage with science and astronomy in the way that I do, and I think that is unfortunate. These projects create spaces where people can learn about astronomy in ways that are casual, welcoming and non-intimidating,” said Pratt.

The topics explored in both Open Orbit and Astronomy on Tap ��ý�� are informed by Pratt’s research on science communication and outreach, as well as his previous research in astrophysics, heliophysics and planetary science. In addition to these initiatives, Pratt speaks regularly at Fiske Planetarium, teaching diverse audiences about astronomy and mentoring beginner presenters.

Javeed Alimuradov, an undergraduate who has been involved with the production of the Open Orbit podcast since its early days, said the goal is to make science feel like an accessible way of engaging with the world. “Our mission is to demonstrate that science isn’t meant to be something that’s gatekept behind jargon,” he explained, adding that people should feel encouraged “to question, explore, and most critically, consider one’s own thoughts and experiences with an open mind.”

Attendees at early Astronomy on Tap ��ý�� event.

Photo credit: Sarita Narayanswamy

The community reach of Astronomy on Tap ��ý�� and the Open Orbit podcast speaks for itself. Astronomy on Tap ��ý�� events average 135 attendees, with the most recent event in March 2026 reaching more than 220 people. Episodes of the Open Orbit podcast can be found on major audio-streaming platforms like Spotify or broadcast on KVCU 1190's Denver and ��ý�� stations, with full-length video episodes available on YouTube.

As Pratt’s time at CU ��ý�� nears its end, he hopes the Open Orbit podcast continues after his graduation. “I am creating a framework for this type of project to be recreated by any group or institution that would want to do something similar,” Pratt said. With that expansion, Pratt hopes the format can reach new audiences across the U.S. and continue to spark interest in science among diverse audiences—especially those who don’t view themselves as “science people” like he once did.He plans to transfer the framework of Astronomy on Tap ��ý�� to a passionate undergraduate student with a desire to grow the program for future generations, continuing his mission to connect communities with science topics for years to come.

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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

Teaching East Asia, Center for Asian Studies

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

Student filmmaker Francesca Hiatt cast her younger brother, Victor (seated, wearing red hoodie), in the lead role of her short film Cherry Yogurt, which she filmed in one hectic day at a Denver church. (Photo: Francesca Hiatt)

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

Community-Engaged Learning with the Colorado’s People of the Sacred Land Exhibit

Student Learning

Student Goals

Community Partner Goals

Student Outcomes

Community Partner Outcomes

Learning Objectives

Student Feedback

Professional Skills and Growth

Exhibit Feedback

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Expanding tools for therapists supporting suicidal youth

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A non-traditional student found his purpose in the cosmos. Now he helps his community do the same.

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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