Mary Dueñas, a doctoral student with the School of Education’s Department of Educational Leadership and Policy Analysis, researches equity issues in higher education, specifically focused on access and success for Latinx first-generation college students attending predominantly white institutions. She uses both qualitative and quantitative methodologies to explore factors affecting access to, and persistence for, first-generation college students and students of color.

Previously, Dueñas worked as an academic enrichment seminar instructor and a Chican@ and Litan@ program coordinator. Currently serving as a Posse mentor, she also trains students to conduct and complete research projects as part of the summer education research program. Dueñas works to make sure each student she interacts with feels that they belong and matter on campus, and that being present in challenging spaces is a form of resistance.

Allison Murrow is a fourth-year doctoral student in the School of Education’s Department of Curriculum and Instruction, with a literary focus. Her research explores the mitigation of invisible disabilities, like classroom anxiety for teachers and students. Murrow’s dissertation focuses on giving pre-service teachers a voice to communicate how they feel as they progress through fieldwork requirements.

Murrow facilitates courses in Curriculum and instruction for the professional teacher education preparation programs each semester. Instructing classes in teaching methods, literary theory, and utilizing literacy to better meet the needs of students. Murrow is dedicated to the learning process itself and inquisitive learning communities.

Caroline Hardin, the third recipient of the 2019 Peer Mentor Award, is a PhD candidate studying Computer Science Education. Hardin teaches introductory computer science courses and researches non-traditional computer science education.