2022 MCE Doctoral Hooding Ceremonies

Hooding Ceremonies for 2022 doctoral graduates of the Morgridge College of Education are under way! Please check back regularly for updated event information. 

On This Page

  • Ceremony Dates and Times
  • Important Safety & Attendance Information
  • Graduate FAQs (What to Expect)

Watch Livestream (9am MT, Aug 19)

MCEatDU on YouTube
Hooding ceremony photo featuring graduate holding flowers

Ceremony Dates and Times

Summer 2022

The Hooding Ceremony for Summer 2022 graduates will be held on August 19, 2022

Schedule
  • 9:00am - 11:30am: All Programs
Resources
  • Program

    Order of Events

    August 19, 2022, 9:00 - 11:30am

    • Processional of Faculty
    • Processional of Doctoral Candidates
    • Land Acknowledgement
    • Welcome and Opening Remarks
      Dr. Michelle Knight-Manuel, Dean
    • Hooding of Candidates
    • Closing Remarks
      Dr. Duan Zhang, Interim Associate Dean
    • Recessional of Faculty and Doctoral Candidates

     

    Doctoral Candidates by Program

    Counseling Psychology

    • Emme Paik, PHD
      Dr. Ruth Chao
      Inviting the Perspectives of Refugee Mental Health Interpreters: A Critical Narrative Analysis
    • Victor Carrasco, PHD
      Dr. Pat Garriott
      Caballerismo in Latinx Men in Higher Education
    • Helen Chao, PHD
      Dr. Pat Garriott
      Experiences of Chinese American Psychology Trainees in Multicultural Education
    • Lily Clark, PHD
      Dr. Pat Garriott
      Faculty Facilitation Of Help Seeking: A Phenomenological Study
    • Stella Ko, PHD
      Dr. Pat Garriott
      Examining the Impact of Discrimination, Shame, and Acculturation on Psychological Wellbeing of East Asian International Students
    • Anna Edelman, PHD
      Dr. Jesse Owen
      Assessing the Relationship Between White Privilege, White Fragility, and Masculine Gender Identity and Stressors in the Workplace
    • Chrissy Motzny, PHD
      Dr. Trisha Raque
      Exploring the Intersections of Stigma and Masculinity in the Illness Perceptions of Men Living With Fibromyalgia: An Interpretative Phenomenological Analysis
    • Kait Ross, PHD
      Dr. Trisha Raque
      Exploring the Relational Impact of Breast Cancer on Younger Women Partnered with Women
    • Anna Hangge, PHD
      Dr. Maria Riva
      Examining Perceived Stigma, Disclosure, Self-Compassion, and Health-Related Quality of Life in College Students with Cystic Fibrosis

    Curriculum & Instruction

    • Anna Armitage, EDD
      Dr. Norma Hafenstein
      Historical Portrait of Ann Fabe Isaacs: Founder of the National Association for Gifted Children
    • Kayla Steffens, EDD
      Dr. Norma Hafenstein
      Examining Relationships Among Creativity Skills Training, Domain-Specific Creativity, and Creative Self-Efficacy: A Mixed Methods Study
    • Abby Winterbrook, EDD
      Dr. Norma Hafenstein
      Multicultural Perceptions of Creativity
    • Joseph Bolz, PHD
      Dr. Bruce Uhrmacher
      The Dual Role of a Teacher and Teacher Leader: An Auto-Educational Criticism Examination

    Educational Leadership & Policy Studies

    • Freddy Pargas, EDD
      Dr. Kristina Hesbol
      Equity Battles: Multicultural Leadership for English Language Learner Students
    • Molly Pargas, EDD
      Dr. Kristina Hesbol
      Making the Invisible Visible: Redefining Giftedness to Include ELL Students' Community Cultural Wealth and Funds of Knowledge
    • Monica Parra Ballon, EDD
      Dr. Erin Anderson
      Educators' Perspectives on the Practices and Implementation of Social Emotional Learning Programs

    Higher Education

    • Lauren Contreras, PHD
      Dr. Sarah Hurtado
      Exitosas on Their Own Terms: Centering Latina Testimonios to Understand Latina Undergraduates' Student Success Beliefs
    • Nathan Willers, EDD
      Dr. Sarah Hurtado
      Policymaker Discourse in Colorado Public Higher Education Appropriations
    • Stevie Lee, PHD
      Dr. Christine
      Nelson Examining the Relational Space of Native Faculty Members in Higher Education
    • David Blackburn, EDD
      Dr. Michele Tyson
      A Formative Utilization Focused Evaluation of the Concurrent Enrollment Program at Salida School District
    • Liz Qualman, EDD
      Dr. D-L Stewart
      ​​​​​​​Reading Wars: A Case Study on Tensions in Policy Enactment

    Research Methods & Statistics

    • Mahmoud AlJuhani, PHD
      Dr. Shannon Stark Guss
      A Comparison of Logistic, RIDGE, and LASSO Regression: Simulation and Heart Risk Data
    • Sara Zikri, ​​​​​​​PHD
      Dr. Robyn Thomas Pitts
      Development and Initial Validation of An Acculturation Measure for Arab Expatriates in Qatar Using Mixed Methods
  • Video & Photos

    Please check back after the event for photos and videos. 

Spring 2022

The Hooding Ceremonies for Fall 2021, Winter 2022, and Spring 2022 graduates was held on June 9, 2022.  

Schedule
  • 10:00am - 12:00pm: All Programs
Resources
  • Program

    Order of Events

    10:00am - 12:00pm, June 9, 2022

    • Processional of Faculty
    • Processional of Doctoral Candidates
    • Land Acknowledgement
    • Welcome and Opening Remarks
      Dr. Bruce Uhrmacher, Interim Dean
    • Hooding of Candidates
    • Closing Remarks
      Dr. Maria Riva, Professor
    • Recessional of Faculty and Doctoral Candidates

     

    Doctoral Candidates by Program

    Curriculum & Instruction

    • Alicia Vasquez, PHD
      Dr. Bruce Uhrmacher
      Restorative Justice & A Dean of Students: An Auto-Criticism of the Role of Care in School Discipline in a Poverty Impacted Public High School
    • Zion Gezaw, EDD
      Dr. Kimberly Schmidt
      Relationships, Relevance and Reflection: How White Teachers Are Working to Dismantle White Supremacy in Their Classrooms, through Culturally Responsive Education
    • Andrea Johnson, PHD
      Dr. Maria Salazar
      Opportunities and Challenges for Rural Educators: A Mixed Methods Study of Emergent Bilingual Students in Rural Colorado
    • Brianna Mestas, PHD
      Dr. Maria Salazar
      Planting Seeds of Change: Teaching for Social Justice in Elementary Classrooms
    • Anna Armitage, EDD
      Dr. Norma Hafenstein
      Historical Portrait of Ann Fabe Isaacs: Founder of the National Association for Gifted Children
    • Jennifer Lemoine, EDD
      Dr. Norma Hafenstein
      Perceptions and Practices of Families with Economic Disadvantages Regarding Giftedness and Family Involvement
    • Ann Makikalli, PHD
      Dr. Norma Hafenstein
      Gifted Female Voices: Perceptions of Differentiation in Secondary and Higher Education
    • Lora Romero, EDD
      Dr. Norma Hafenstein
      Exploring the Lives of Parents of Traditionally Marginalized Gifted Students
    • Robin Tobin, EDD
      Dr. Norma Hafenstein
      Twice-Exceptional Identification and Identity Formation: A Mixed Methods Study
    • Barbara Washington, EDD
      Dr. Norma Hafenstein
      Well-Being Development: Parents' Perceptions of Gifted Adolescents

    Educational Leadership & Policy Studies

    • Megan Ostedgaard, PHD
      Dr. Doris Candelarie
      Principals' Perspectives of Trust and Vulnerability in Leadership
    • Mohsen Alzahrani, PHD
      Dr. Kristina Hesbol
      Tech-savvy School Principals Leveraging Crisis Leadership to Support Teaching and Learning in Their Schools Through Covid-19 Pandemic.
    • Fernando Branch, EDD
      Dr. Kristina Hesbol
      Perceptions of the Impact of Law Enforcement on the Leadership of Black Male School Principals: A troubled History
    • Tracie Trinidad, PHD
      Dr. Lolita Tabron
      Dismantling of the Education Survival Complex: A Qualitative Case Study of how high school youth resist whitestream school policies and foster school change through a youth development organization
    • Nick Dawkins, EDD
      Dr. Susan Korach
      An Exodus of Black Excellence: Black School Leaders and Their Search for Home

    Higher Education

    • Wendy Fish, PHD
      Dr. Bruce Uhrmacher
      A Call for Critically Inclined Higher Education Data
    • Shanique Broom, PHD
      Dr. Cecilia Orphan
      Damned if Ya Do, Damned if Ya Don't: A Critical Narrative Inquiry Exploring the Gendered Racism Experienced by Black Women Housing Professionals in Higher Education
    • Sarabeth Morofsky, EDD
      Dr. Christine Nelson
      Resilience & Persistence of First-Generation NCAA Division I Student-Athletes: An Evaluation of the Key Culture, Communication, & Sports Program at Colorado State University
    • Lesley Sisaket, PHD
      Dr. Christine Nelson
      Interrogating Whiteness in Graduate Education Culture: A Phenomenological Exploration of Southeast Asian American Graduate Student Experiences

    Research Methods & Statistics

    • Dareen Alzahrani, PHD
      Dr. Duan Zhang
      Using the Fraction of Missing Information in Selecting Auxiliary Variables to Impute Missingness in Confirmatory Factor Analysis.
    • Elizabeth Wacker, PHD
      Dr. Nicholas Cutforth
      Making the Most of Program Evaluation Data: Understanding Human Services Professionals' Well-being through Qualitative Secondary Analysis

    School Psychology

    • Alexandra Manion, PHD
      Dr. Cynthia Hazel
      Exploring the Potential for Therapeutic Art-Making in School Psychology Practice: A Single Case Study of a Training Experience
    • Jillian Talley, PHD
      Dr. Devadrita Talapatra
      Paving pathways for success: The role of transition models and disability services in postsecondary education for students with disabilities
    • Tiffany Lee, PHD
      Dr. Gloria Miller
      Outdoor Early Intervention: Current practices and Future Directions
    • Abby Hodges, PHD
      Dr. Gloria Miller
      Development and Testing of Remote Facilitation of Prevent-Teach-Reinforce for Families to Address Challenging Behavior in Young Children
  • Video & Photos
Two doctoral graduates smiling

Important Safety & Attendance Information

DU Covid-19 regulations and limitations will apply to all ceremony dates. For daily updates on DU’s current restrictions, please visit DU Coronavirus Alert Levels.

Steps to Attending in Person

Current DU Students 

If you are not “cleared” for campus access in PioneerWeb, please complete the necessary steps. If you are “not cleared” for campus access, you will not be able to participate. 

Guests and Former Students

Please complete the DU Visitor Survey before arriving on campus. The survey must be completed within 12 hours prior to the event. If you complete your survey too early, you will not be permitted to attend. 

  • For the question, “Please provide the name and email address of the DU employee who is coordinating your visit” enter:
    First Name: Tamara 
    Last Name: Tabb
    E-mail: Tamara.Tabb@du.edu
  • For the question, “What building(s) and room number(s) will you be visiting?” enter:
    Building Name(s): Ruffatto Hall
    Room Number(s): 100

Complete DU Visitor Survey

Safety Basics

The following guidelines are subject to change and were last updated on August 18, 2022.

  • Attendance is limited to: Participating doctoral graduates, supervising faculty members, MCE Deans, and event staff. Each graduate may invite up to 3 guests.

Watch Ceremonies Live

To view any of the MCE Doctoral Hooding Ceremonies, visit our MCEatDU YouTube Channel. Live streams will be available during each event. Recordings will be available after.

Doctoral grad giving thumbs up

Graduate FAQs (What to Expect)

Please visit the DU Commencement portal for additional FAQs, including details on registering for graduation and ordering regalia. 

Graduate student wearing HED hooding regalia

Graduation Regalia

Online ordering through the DU Bookstore will begin on Tuesday, April 12th. Please visit DU Commencement for information on ordering your regalia. 

  • Gowns & Robes

    The academic gown is usually black and is worn at all levels of education. It is to be worn closed and zipped. The robe is often ankle- or mid-calf length. The Bachelor’s gown is the most simple; the Master’s gown typically has longer, oblong sleeves; and the Doctoral gown is more elaborate, made of velvet, and has three stripes on the bell-shaped sleeves that indicate the school/area of study.

  • Hoods

    Hoods are conferred upon students when they graduate with a Master’s or Doctoral degree. They are made of the same material as the gown. The hood is3.5′ long (Master’s) or 4′ (Doctoral) and features a velvet trim that indicates the discipline of graduation. The lining of the hood indicates the colors of the college from where the student graduated.

  • Caps, Mortarboards & Tams

    Caps and mortarboards also become more elaborate with more degrees. Bachelor’s and Master’s graduates have a flat cap with a tassel. The tassel starts on the right and graduates move it to the left once they receive their diploma (a good way to remember this is that they “left” their institution). A doctoral cap is known as a “tam” which is velvet; has four, six, or eight corners; and is floppier than the traditional cap.

  • Colors

    The colors of hoods symbolize the department/discipline of graduation. Here are some common ones you might see:

    • Light blue – education, counseling
    • Citron (yellow) – social work
    • Dark blue – all Ph.D.
    • Purple – law
    • White – history, sociology
    • Gold – psychology
    • Crimson (dark red) – communication
    • Lemon – library science
  • Accessories

    Graduates might wear other items with their graduation regalia, such as stoles, cords, medals, and medallions.

    • Academic stoles, which look like thinner, satin hoods, are decorative in nature and typically indicate membership in clubs and organizations.
    • Cords, or braided rope, are often worn to show academic achievement (e.g. summa cum laude).
    • Medals and medallions are bestowed upon faculty or students for important titles or positions (e.g. Chancellor, President, Valedictorian).
  • History

    The history of the academic regalia we see today dates back to the 12th and 13th centuries when colleges and universities in western Europe were first being founded. It was the traditional dress of the clergy and monks at the time who often conducted business in cold, unheated churches. Gowns were worn to keep warm and hoods, or skull caps, were used to cover shaved heads. Caps and gowns were seen as markers of privilege and distinguishment. The colors that we see today were implemented and standardized in the late 19th century in order to bring more uniformity to the ceremony following an increase in the number of college students.