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Bio
Karen is a Lecturer II in the Chicana and Chicano Studies Department, where she teaches Introduction to Chicana/o Studies, Survey of Chicana/o Literature, and Education of Chicana/o Children. She serves as faculty lead for the department’s concurrent enrollment initiatives and co-leads the Displaced Aurarian Scholarship Promise in partnership with Student Affairs. Karen is also actively engaged in various affinity groups on campus, which include the Latinx Graduation Committee, Native Nations Council, Native/Indigenous Faculty and Staff Council, 800 Kalamath Mural: A Tribute to the Westside project, Faculty Women of Color Coalition, Latinx Alumni Network, and Student Success Launch Team: Improving First Year Retention. Karen recently completed her doctoral degree in Leadership for Educational Equity in Higher Education at the University of Colorado at Denver. She serves her community as a mayor-appointed commissioner and secretary for the Denver Latino Commission, Advisory Board member with Denver's Human Rights and Community Partnership, and Far Southwest Denver Community Development project. Karen is a wedding officiant, a wife, mother, Nanalita, Auntie, and friend to her family and loved ones.Degree
EdD in Leadership for Educational Equity in Higher Education
University of Colorado at Denver
Other in
Iliff School of Theology
MA in Curriculum Design, Instruction & Educational Leadership
Colorado Christian University
BA in Chicana & Chicano Studies Eduction
Metropolitan State University of Denver
Other in Spanish, Minor in SW and Colorado History
Red Rocks Community College
Research Interests
Chicana/o indigenous & cultural studies, Mujerista theories in academia, testmonios/narratives, indigenous research methodologies, educational equity in higher education, and HSI graduate school initiatives.
Teaching Interests
Karen's educational philosophy is grounded in the Native American//Indigenous world view and involves the clear understanding that educating a student is not simply an academic process. Instead, indigenous pedagogies prepare students for academics and life by reaching and honoring the student on many levels. This teaching philosophy appeals to whole-person learning. This holistic approach considers that through critical self-reflection, learners find meaning in connection to community, the natural world, and spiritual values. Karen incorporates reflective practice in the classroom to encourage deep learning and meaningful change. Some characteristics of a Native American/Indigenous teaching philosophy include, but are not limited to: Relational, Experiential, Integrative, Holistic, Interconnected, Sense of Place, and Reciprocity. Moreover, the relationship between educator and students is one of co-creators and co-producers in learning that cultivates a productive and transformational life experience.
Office Hours
In-person & Virtual: By appointment