Campos Student Center

Amanda McKenzie named Supportive Staff Member of the Year

Charles Ferrer — Fri, 22 May 2026 17:01:28 +0000

Amanda McKenzie named Supportive Staff Member of the Year Charles Ferrer Fri, 05/22/2026 - 11:01

Charles Ferrer

On any given day at the Campos Student Center, Amanda McKenzie (Hum'18) can be found celebrating the achievements of student leaders, guiding them through challenges or simply asking a thoughtful question that helps them see their own potential more clearly.

McKenzie, coordinator of student societies at the Campos Student Center and ��Ƶ alum, was named the 2026 Supportive Staff Member of the Year by the Center for Student Involvement.

This award is presented to a staff member who recognizably helps and supports students across campus and the staff member is committed to helping their students become as successful as possible by going above and beyond their job title.

McKenzie supports the center's nine student societies with their operations, logistics, finances and student leadership development. As part of the coordinator for student societies role, the Campos Student Center recognized and prioritized how impactful participation and gaining leadership and professional development is within their student organizations.

"Amanda is one of the most student-centered professionals I’ve had the privilege to meet," said Desi Beardmore GoldShirt Program Manager. "She listens deeply, champions student ideas and continuously looks for new ways to expand opportunities for student organizations. Amanda brings warmth, care and a deep commitment to students into everything she does."

As Beardmore notes, student leaders from all nine student organizations contributed to her nomination speaking volumes about the impact she has had on their experience.

We sat down with McKenzie to speak about how her ��Ƶ alumni and professional experience has shaped her leadership with supporting student organizations.

What does receiving the Supportive Staff Member of the Year Award mean to you personally and professionally?

It honestly means the world to me to have been nominated, and I was very surprised to receive the award. This past year was a tough one—I was recovering from an accident while stepping into a brand-new role, and there were a lot of moments where I questioned if I was showing up enough for my students, colleagues and the people in my life.

Because of that, this award feels like a really meaningful affirmation. It reminds me that even when I didn’t feel like I was doing enough, I was still able to support my students in ways that mattered—and that’s something my brain can’t easily explain away.

I was especially honored that multiple students from the societies I support contributed to the nomination. My favorite part of this work is getting to watch them grow—seeing how they navigate challenges, build community, and support each other. I’m constantly humbled by them and the spaces they create. I really believe that when things are hard, you lean on your community, and I feel lucky that I get to be part of theirs.

What part of your work do you find most rewarding?

Amanda is embracing our Center's commitment to supporting and celebrating the leaders in our community. Congratulations Amanda on this excellent achievement, and thank you for all you do for our students!

Amy Moreno-Sherwood, Senior Director, Campos Student Center

For me, it’s leadership development. Our students already have so many strengths, and it’s exciting to watch them continue to grow into those skills.

This might sound a little unconventional, but one of my favorite moments is when a student disagrees with me or pushes back. To me, that’s a sign they’re learning to advocate for themselves and set boundaries, which is such an important skill. I often tell students that I’d much rather they practice those moments with me than navigate them for the first time in a future job.

I try to create an environment where they can learn, make mistakes, and get feedback—whether that’s around missing a deadline or sending an email that didn’t quite land the way they intended. Being a student leader is a big responsibility, and since they’re not paid for that work, I want to make sure they’re getting something meaningful out of the experience.

It’s incredibly rewarding to see a student start the year unsure of themselves and then, by the end, feel confident in who they are and what they bring to their organization.

Can you share an example of a meaningful impact you’ve had on a student or organization?

When I was advising the Women of Aeronautics and Astronautics (WoAA), I had a student leader who would check in with me regularly. One day, they came into my office, sat down, and just started crying. After giving them a moment, they shared that they felt like they were failing as a leader. Some of their responsibilities weren’t going as planned, and they were also dealing with personal challenges, and it all felt like too much.

What really stood out was that they didn’t want to ask their board for help because they were worried it would make them look like they couldn’t handle their role. I really empathized with that feeling, and we talked through it together. I asked them if they could think of any organization or project that succeeds because one person does everything—and of course, the answer was no.

We talked about how leadership is a shared effort, and that asking for help is actually a sign of strength and trust in your team. By the end of our conversation, they felt more comfortable opening up to their board. Later, they told me that the conversation went really well and that their team showed up with a lot of support.

Moments like that stick with me. A lot of students feel like asking for help is a weakness, and I try to help reframe that. If you would show up for someone else, why wouldn’t they want to show up for you?

Join a CU Engineering Campos Student Center Student Society!

American Association of Engineers of Indian Origin (AAEIO)
Advancing Indigenous People in STEM (AISES)
National Society of Black Engineers (NSBE)
Out in Science, Technology, Engineering and Math (oSTEM)
Society of Asian Scientists & Engineers (SASE)
Society of Hispanic Professional Engineers (SHPE)
Society of Women Engineers (SWE)
Women in Computing (WiC)
Women in Aeronautics and Astronautics (WoAA)

Learn about our student societies

As a ��Ƶ alumna, how has returning to campus as a professional staff member shaped the way you support and connect with students today?

I’ve found that when you really care about a place or a community, you also think about it critically—and that’s how I feel about CU. I’ve spent most of my career here because I genuinely want to give back and support students the way certain staff members supported me when I was a student.

Being an alumna helps me understand how students actually experience campus—how different resources show up for them, where there are gaps, and how to connect them to the right support at the right time. I think that perspective makes me a more intentional advisor.

I’m also really open with students about the fact that I don’t have an engineering degree—I’m a proud humanities alumna. My background taught me how to think critically and make connections across very different topics, and that shows up a lot in my work. Some of my favorite conversations with students are the deeper ones—talking through their goals, their values and the ethical questions they’re wrestling with as future engineers.

I remember a conversation with a student this year who realized that many aerospace careers are tied to defense, and that didn’t align with their values. I was able to connect them with a former student who had navigated that exact dilemma and ultimately found a non-defense role in the aerospace industry. Those are the moments that feel really meaningful—helping students see that there isn’t just one path forward.

If anything, being an alumna has reinforced for me that learning comes from everywhere. My students teach me something new every day and even though I’m not an engineer, they still find value in having conversations with me—whether it’s about ethics, career strategy, or just thinking about things in a different way.

As a first-generation college graduate from a multicultural background, how have your lived experiences influenced your advising style and commitment to student success?

McKenzie facilitating the Campos Student Center BILD Leadership Retreat with student society executive board members about the importance of communications in leadership, as well as focuses on the center's key values of community, leadership and growth mindset.

My lived experiences have shaped me into a very hands-on and transparent advisor. I never assume students know how to navigate college or what resources are available to them, because I know firsthand what it feels like when those assumptions are made. As a first-generation student who wasn’t coded as first-gen in the CU system, I had people assume I understood how to “do college,” even when I didn’t—and it took a few key staff members to really help me see what was possible.

My first-year advisor, Jenny, was one of those people. She introduced me to opportunities beyond the classroom—internships, student organizations, leadership roles—and helped me get my first on-campus job. That support changed my trajectory, and it directly shapes how I show up for students now. I want to be that person who helps students see possibilities they may not yet know how to name or ask for.

I also come from a multicultural background and often felt like I didn’t fully belong in any one space. Because of that, I’m very intentional about meeting students where they are and creating an environment where they feel comfortable asking questions and being honest about what they don’t know.

A big part of my approach is also helping students recognize that their voices matter. When I was a student, we didn’t have a testing center for students who needed extended time on exams. Today, CU has a strong testing center for students with accommodations—and that exists because students advocated for themselves and staff and faculty helped elevate that feedback. I try to carry that forward by reminding students that they often have more influence than they realize.

That perspective also shows up in how I help students navigate challenges. When something doesn’t go as planned—like failing a class or needing more time to graduate—I often ask, “What does this make possible now?” It helps shift the focus from feeling stuck to recognizing new opportunities.

At the core of my advising is the belief that students can only take advantage of opportunities they know exist, and they deserve to feel heard as they pursue them. My goal is to make those opportunities visible, accessible and feel possible.

What skills or lessons do you most hope students take away from their involvement in Campos Student Center societies?

I hope students leave with confidence, persistence, adaptability, community, and a sense of their own leadership identity.

Confidence in knowing they can succeed and be themselves. Persistence to keep going even when things don’t go as planned. Adaptability to pivot when challenges come up and still create something meaningful in the process. And community—understanding that they don’t have to do everything alone and that they can accomplish far more when they support one another.

I also want students to understand that leadership doesn’t look one way. There is no single “correct” style of leadership, and part of their growth is figuring out what feels authentic to them. That can change over time, and that’s okay. I encourage them to try things, experiment, and not be afraid to innovate—even if they’re not sure it will work. That’s often where the most growth happens.

At the core, I want them to trust themselves, stay open to learning and recognize that their growth is an ongoing process.

Outside of work, you stay busy with creative hobbies and travel. How do these interests help you recharge and show up fully for students in your professional role?

I think of “filling your cup” related to the eight dimensions of wellness, and my hobbies help me stay balanced across all of them. When I was more involved in aerial circus arts, for example, it filled both my social and physical cup and gave me something outside of work that energized me. Students were always curious about it, and it helped them see me as a whole person, not just a staff member. That kind of connection builds trust and makes it easier for students to open up.

Having hobbies also gives me a mental break from work. I’ve learned that when work becomes everything, I’m actually less effective. Stepping away—whether that’s crafting, spending time with friends or my partner, or traveling—gives me space to reset and come back with a clearer perspective. Sometimes I even find that ideas for student support come from those outside experiences, and vice versa.

I also try to model balance for students. It can be as simple as asking, “Have you eaten today?” or reminding them to take a short walk between study sessions. Students often tell me they’re “too busy” for self-care, so I try to reframe it as something that actually supports their productivity, not something separate from it. And I appreciate that they also hold me accountable—asking if I’ve taken a lunch break or gone outside—which creates a mutual sense of care and respect.

Anything else you’d like to expand on or note?

We truly have some of the most thoughtful, kind, and engaged students in the Campos Student Center. They consistently show leadership, community and a growth mindset in the way they support one another and engage with their organizations.

While this award recognizes staff, I see it as a reflection of the students I get to work with. They make it easy to show up and support them because they are so open, communicative, and willing to grow. Being around them—their creativity, their resilience and even their humor—makes this work incredibly meaningful and gives me a lot of hope for the future.

I often come back to the idea that change starts with individuals and communities choosing to show up for one another. I see our students doing that every day, and I feel grateful to play even a small role in supporting that work.

Coordinator of Student Societies at the Campos Student Center and ��Ƶ alum, Amanda McKenzie was named the 2026 Supportive Staff Member of the Year by the Center for Student Involvement. McKenzie supports the center's nine student societies with their operations, leadership development and more.

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Members of the Society of Women Engineers leadership board with Amanda McKenzie at their student banquet 2026.

Pradyumna Rao (MMechEngr'24)

miwi9607 — Mon, 02 Feb 2026 18:47:05 +0000

Pradyumna Rao (MMechEngr'24) miwi9607 Mon, 02/02/2026 - 11:47

Pradyumna Rao, 2026 Alumni Engagement Medal Recipient

Engineering Alumni Awards

2026 Alumni Engagement Medal Recipient

Campos Student Center Recipient

Pradyumna Rao completed his undergraduate degree at the University of Wisconsin-Madison, with a bachelor’s degree in nuclear engineering, minors in computer science and physics, and a research focus in fusion energy systems. He was awarded the Ginsberg Family Award for Leadership, Service and Scholarship for his tenure as the vice president of the Wisconsin Union, where he led the creation of spaces for multicultural Greek student organizations.

After graduating, Rao worked as an analysis-led design engineer at Cummins Inc., conducting computational physics analysis and design efforts on natural gas and design engines. In 2022, he started his master’s degree in mechanical engineering at ��Ƶ, where he conducted research into nuclear power in future power grids under Bri-Mathias Hodge at the Renewable and Sustainable Energy Institute. During his master’s, he was awarded the American Society of Mechanical Engineers's Engineering4Change Fellowship, and he also founded and currently serves as an advisor to AAEIO, a professional development organization for students of South Asian and international origin at the Campos Student Center.

Rao worked as a researcher at the National Renewable Energy Laboratory after graduation, where he focused on resource adequacy, natural gas systems and electricity markets research efforts. Currently, he works as a researcher at TotalEnergies SE and serves as a member of the CU Engineering Graduates of the Last Decade (GOLD) Board.

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Inside the Internship: Gabriel Wardall, Lockheed Martin Space

Michelle Wiese — Tue, 13 Jan 2026 18:27:40 +0000

Inside the Internship: Gabriel Wardall, Lockheed Martin Space Michelle Wiese Tue, 01/13/2026 - 11:27

Gabriel Wardall
Senior, Electrical Engineering
Lockheed Martin Electrical Engineer Technician

From Lawns to Launch Systems

Gabriel Wardall (ElEng'26) has used his experience and expertise from all aspects of life to gain career success. Wardall interned with Lockheed Martin's Deep Space Exploration division for the past four years as an electrical engineer technician, landing the role by giving back to his community. Wardall is a prime example of utilizing your resources and connections wisely.

Wardall attributes his success in landing his internship to networking with next-door neighbors. Reaching out to neighbors in his community for recommendations and reconnecting with neighbors whose lawns he mowed in high school resulted in being able to network directly with managers who had a say in the hiring process. His time and participation in clubs and non-profits further prepared him for landing his internship. A combination of giving back to his community, hard work, and reaching out to anyone he thought could provide a meaningful connection led to his breakthrough.

“It honestly takes so much to get started on communicating or getting a network, but once you get one they can help you in so many ways. I built my network before, during, and after my internship. You never know who your friends or coworkers know, and it does not hurt to ask.” – Wardall

Efficiency and Excellence

Above all else, Wardall highlights the importance of proving your worth in the workplace. While networking got his foot in the door, working efficiently is what led him to continue interning with Lockheed Martin's Deep Space Exploration division for four consecutive years.

"Focus on delivering quality work consistently and being someone your team can rely on. That's what turns a summer internship into a four-year relationship." – Wardall

Wardall took on a multitude of projects at Lockheed, from building spacecraft simulation hardware to assembling test stands and inflatable habitats. Although his title was Electrical Engineer Technician, shifting priorities and national policy often pushed his work into systems-focused tasks. However, Wardall made do by taking away new experiences with Linux systems, electrical simulation behavior, data analysis and working on multiple projects at once in a corporate environment.

Making Every Connection Count

His involvement in clubs and non-profits during college didn't just build his resume – it expanded his circle of connections and taught him how to work collaboratively.

His four-year journey with Lockheed Martin's Deep Space Exploration division stands as proof that success comes from the combination of genuine relationships, consistent excellence, and a willingness to take on new challenges, even when they look different than what you originally expected.

Get Involved

Gabriel’s story highlights the impact of hands-on industry experience. The Engineering Career Center is here to support students every step of the way—from resume reviews and mock interviews to internship connections and career fairs.

Learn more about how the Engineering Career Hub can support your journey.

Read more Inside the Internship stories.

Electrical engineering student, Gabriel Wardall (ElEng'26), turned community connections into a four-year internship with Lockheed Martin’s Deep Space Exploration division.

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Inside the Internship: Nabor Alvarez, Tensentric

Michelle Wiese — Tue, 13 Jan 2026 17:57:51 +0000

Inside the Internship: Nabor Alvarez, Tensentric Michelle Wiese Tue, 01/13/2026 - 10:57

Nabor Alvarez
Senior, Integrated Design Engineering
Tensentric Engineering Intern

From One Connection to Tensentric

What started as a simple networking moment quickly became a pivotal connection with a founder of Tensentric for Nabor Alvarez (IntDesEngr'26).

Alvarez’s experience at Tensentric was incredibly rewarding. The culture was welcoming, collaborative and fast-paced, which meant that every day brought something entirely new for Alvarez. One day he was conducting user interviews to refine device usability; the next, he was scuba diving to immerse himself in the user experience for another project.

Growing Through Real-World Design

When Alvarez wasn’t in the field, he was diving into design reviews, learning from experienced engineers, and spending hours CAD modeling and prototyping new concepts.

“It felt like each day revealed a new CAD trick, a real-world engineering principle, or a story that reshaped how I thought about design.” – Alvarez

From his time at Tensentric, Alvarez learned that growth doesn’t wait for the “right moment”—it happens in the middle of busy days, unexpected tasks and conversations with the people around you. Every day he learned new tips, applications and backstories.

One Meeting, Big Impact

And all of it began with a single networking moment. Alvarez agreed to meet his TA’s father, not knowing he was one of Tensentric’s founders. That one connection opened the door to an unforgettable experience.

“If there’s one piece of advice I’d offer, it is to take every opportunity to network, because you never know which conversation will change your trajectory. At worst, you can walk away with a new connection that could prove valuable down the line.” – Alvarez

Get Involved

Nabor’s story highlights the impact of hands-on industry experience. The Engineering Career Hub is here to support students every step of the way—from resume reviews and mock interviews to internship connections and career fairs.

Learn more about how the Engineering Career Hub can support your journey.

Read more Inside the Internship stories.

At Tensentric, Nabor Alvarez (IntDesEngr'26) thrived in a dynamic, collaborative culture where no two days were the same. From conducting user interviews to improve device usability to scuba diving for hands-on user experience, his internship offered unique challenges and rewarding opportunities to innovate.

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Anika Mathur earns college Community Impact Award

Charles Ferrer — Tue, 02 Dec 2025 15:55:41 +0000

Anika Mathur earns college Community Impact Award Charles Ferrer Tue, 12/02/2025 - 08:55

Mathur, a fourth-year electrical engineering student, has earned the fall 2025 Community Impact Award from the College of Engineering and Applied Science. Mathur has served as treasurer for the Society of Women Engineers and Engineers Without Border during her time at ��Ƶ.

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AISES names ��Ƶ Top 200 Colleges for Indigenous students 2026

Charles Ferrer — Mon, 10 Nov 2025 15:50:45 +0000

AISES names ��Ƶ Top 200 Colleges for Indigenous students 2026 Charles Ferrer Mon, 11/10/2025 - 08:50

Charles Ferrer

The Advancing Indigenous People in STEM (AISES) has named ��Ƶ as one of the top 200 colleges for Indigenous students in its 2025-2026 national rankings. AISES is a national nonprofit dedicated to increasing the representation of Indigenous peoples of North America and the Pacific Islands in STEM fields.

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AISES student leader inspired at NASA internship

Charles Ferrer — Mon, 03 Nov 2025 20:53:47 +0000

AISES student leader inspired at NASA internship Charles Ferrer Mon, 11/03/2025 - 13:53

Charles Ferrer

Redhorse with OPTIMISM, a full-scale twin of the Perseverance rover that is exploring Mars.

Shellene Redhorse took her passion for aerospace engineering beyond the classroom to NASA’s Jet Propulsion Laboratory (JPL) this past summer.

Redhorse, a fourth-year aerospace engineering student and president of ��Ƶ chapter of Advancing Indigenous People in STEM (AISES), spent her internship at one of the world’s most renowned research centers.

Redhorse joined the Spacecraft Mechanical Engineering Division at JPL, where she worked on VenSAR, a Venus synthetic aperture radar that will launch aboard the European Space Agency’s EnVision mission in the early 2030s. The instrument, built in partnership with NASA, will map the planet’s surface and study its volcanic and geological activity.

“It’s incredible to be part of something that will orbit Venus one day,” Redhorse said. “Knowing that even a small piece of what I worked on will help us understand another planet is surreal.”

She worked with several teams that specialized in deployables, structures and thermal engineering giving her hands-on experience in spacecraft design and testing. She modeled test setups in CAD, worked with Nomex honeycomb tiles, conducted structural testing and even helped cycle thermal samples through high and low temperatures in a HALT chamber.

“I learned a ton about CAD and geometric dimensioning and tolerancing which was challenging but rewarding,” Redhorse said. “It’s one thing to design something on a screen, but it’s another to know that hardware you helped create will actually be manufactured and tested.”

While her internship was technical, it also had moments that brought wonder.

Redhorse toured the massive JPL campus located in Pasadena, California where legendary missions like the Mars rovers and Voyager spacecraft were born. One highlight was visiting the Mars Yard, where researchers tested rover replicas like OPTIMISM, a twin of Perseverance, and Scarecrow, a lighter model designed to mimic Martian gravity.

Another favorite moment was seeing one of the earliest color reconstructions of Mars, created by NASA engineers using data transmitted as numbers and colored in by hand.

“They only had bits of numbers and made a color-by-number image using crayons,” Redhorse said. “Seeing that creativity reminded me that science and engineering are human experiences.”

Representing Native excellence in STEM

As one of the few Native interns at JPL, Redhorse carried a sense of purpose throughout the experience. While the internship was a dream experience, Redhorse, who is Diné and Chickasaw, was excited to pave the way for more Native representation in science and engineering.

“There are few Natives, but we’re strong,” she said. “I met another intern from the Navajo Nation. It felt powerful to represent and be proud of who I am and where I come from.”

What brings me joy is supporting other Native students and learning about aerospace. I love sharing knowledge, lifting each other up and finding happiness in community.

After graduating, Redhorse is considering graduate school where she hopes to continue exploring aerospace, robotics or mechanical engineering. She’s been inspired by mentors who’ve shown her what’s possible. One of those is Aaron Yazzie, a Diné mechanical engineer at JPL, whose story originally motivated her to pursue aerospace.

Redhorse says one thing remains constant for her — determination to keep helping others along the way, especially Native students.

“Grab as many opportunities as you can, even if they feel outside your comfort zone, just go for it,” Redhorse said. “People are more supportive than you might think and there’s a strong community here at CU Engineering and the Campos Student Center to help you along the way.”

Redhorse with fellow Native NASA scientists, including Lauren Denson, Kelly Luis and Aaron Yazzie.

Mars Yard, a site on the JPL campus, is filled with Mars-like rocks and sediment simulating the planet's surface.

Shellene Redhorse, an aerospace engineering student and president of ��Ƶ chapter of Advancing Indigenous People in STEM (AISES), took her passion for space science beyond the classroom to NASA’s Jet Propulsion Laboratory this summer.

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Shellene Redhorse presenting her mechanical engineering internship project at NASA's JPL.

Campos Student Center celebrates community and future success

Charles Ferrer — Fri, 05 Sep 2025 19:37:43 +0000

Campos Student Center celebrates community and future success Charles Ferrer Fri, 09/05/2025 - 13:37

Charles Ferrer

This is your home. You are always welcomed here." ~Marco Campos

In a celebration-filled day, the College of Engineering and Applied Science honored the legacy of Marco Campos (CivEngr’98) on Aug. 29 with a ribbon-cutting ceremony for the newly named Campos Student Center in recognition of his $5 million investment in student success.

“Embrace your story and your journey,” Campos said, speaking to students in the center he called home nearly 30 years ago. “Know that we are here to support you and that you can be yourself in your college journey.”

The Campos Student Center carries out the central mission of broadening opportunities, community and leadership for undergraduate engineering students of all backgrounds. It also supports BOLD and partner-affiliated scholars and the college’s nine student societies.

Formerly the BOLD Center, the Campos Foundation’s gift creates a permanent endowment to further the center’s programming, which includes academic support, scholarships, leadership and professional development, student society programs and networking opportunities.

For many engineering students, the center is a place to gain opportunities and find community.

As for Marco Campos, the center not only bears a family name but represents a vocation of generosity through the years to ensure that students can succeed in their education.

“Marco is one of our own, a proud graduate of our civil engineering program,” said Keith Molennar, dean of the college, at the ceremony that included current scholars, faculty, staff members, college and campus leaders. “He has never forgotten where his journey started and continues to inspire students to succeed in their goals and dreams.”

David Aragon showing a class photo with Campos during his time at a summer program nearly two decades ago. (Credit: Jesse Petersen)

Campos knows firsthand the value of finding connection early on as a college student.

“The Multicultural Engineering Program, which eventually became the BOLD Center, helped me get acclimated to campus, meet professors and gave me a leg up,” Campos said. “Finding my support network was my number one focus and was instrumental at ��Ƶ.”

In a full-circle moment, Campos recognized his college mentor, David Aragon, former director of the Multicultural Engineering Program, with the Campos Foundation’s first-ever community heart award.

Just as Aragon mentored Campos, staff members at the center today support the center’s programs and scholars with advising on scholarships, tutoring, keeping the space humming and creating powerful programs for students to expand their horizons.

“The center’s incredible professional and student staff and faculty, along with our student scholars and society leaders, make this community what it is day in and day out,” said Amy Moreno-Sherwood, senior director of the Campos Student Center. “I deeply appreciate the energy and care they bring to ensure students feel seen and supported.”

A vision realized

Campos and the Campos Foundation, led by Marco’s sister, Deanna Campos-Miller (Span, Jour’99) have been longtime champions for student success at ��Ƶ and beyond.

Keith Molennar, Deanna Campos-Miller, Caleb Woldemichael, Marco Campos, Justin Schwartz (Credit: Jesse Petersen)

They have been key financial contributors to the renovation of the BOLD Center in 2020, supported scholarships for the first cohort of the Lattice Scholars Program in 2023 and have funded the EngiNearMe summer bridge program for the past 10 years.

The Campos Foundation’s mantra is “powered by heart.” Campos Companies — a portfolio of energy infrastructure companies with nearly 800 employees — donates 1% of its revenues to supporting underrepresented communities in STEM.

“We’ve made it a purpose to help empower our students through our student centers,” Campos said. “We know through the dedication of their staff that they will get the support they need and have a safe place to succeed.”

More than 7,000 students benefit from STEM education initiatives through the foundation every year at K-12 schools and colleges including DSST: Public Schools, ��Ƶ, CU Denver, Colorado School of Mines and Colorado State University. Through the foundation, they support summer bridge programs, scholarships, internships, facilities and smartlabs.

“We want to move the needle in education,” said Campos, “because we know there is a lot of work to be done for our communities.”

Campos-Miller notes how the aligned missions of the foundation and center made it only more fitting.

“Our mission is to break down barriers in STEM and provide access to students who will ultimately make a difference in the world,” Campos-Miller said. “This center is a way for students to feel the love and support we have for their ambitions.”

By paying it forward, the foundation hopes to embody the message for the Campos Student Center students: to receive when you need it and to give back when you have it.

“Marco sets an inspiring example for others to invest in student success — building on their own personal experiences to make a real difference for those who follow in their footsteps,” said ��Ƶ Chancellor Justin Schwartz.

Community and belonging breeds student success

Julia Wall, a BOLD scholar, serves as a peer mentor and is a member of three student societies supported by the center. (Credit: Jesse Petersen)

At the heart of the Campos Student Center lies the students they serve.

Julia Wall, a fourth-year mechanical engineering student and BOLD scholar, has been involved heavily with the center since freshman year, when she took advantage of tutoring for her physics and computer science courses.

“The Campos Student Center has given me a wide breadth of opportunities where I feel supported academically, professionally and financially,” Wall said. She also participates in student societies, such as the Society of Women Engineers (SWE); Out in Science, Technology, Engineering and Math; and the Society of Asian Scientists & Engineers.

This past year, she served as a peer mentor for several BOLD scholars and developing her leadership skills: “It’s been an amazing experience helping new scholars find their footing and organizing events to buff up their professional and academic skills.”

“Our center has been a safe space for me where I made friends and practiced my skills through leadership and mentoring,” Wall said.

For Srishti Jerath (BioMedEngr’25), who spoke at the ribbon-cutting ceremony and is pursuing her master’s in biomedical engineering, her journey has been deeply connected to the programs and societies supported through the Campos Student Center.

During her second year, Jerath stumbled upon a leadership opportunity that would change her undergraduate trajectory.

As the director of community engagement for SWE, she “discovered my passion for creating equitable spaces for women in engineering. I found myself surrounded by a community of incredible women from diverse backgrounds, all working toward the same mission.”

Anika Mathur, a senior in electrical engineering and treasurer of SWE, said she knew even before enrolling that getting involved would play a pivotal role in her leadership experience at ��Ƶ.

“The center has been a home away from home,” Mathur said, who lives in the East Bay of California.

Thanks to the Campos Foundation, countless more students will find here what I was so fortunate to find: support, community and opportunity.” ~Srishti Jerath

After attending a networking event as a high school senior, she saw how student organizations like SWE could shape her journey. “What I’ve appreciated has been being in a space where I can be with other women in STEM from every engineering major and connect with them,” Mathur said.

Mathur recently finished an internship at Apple this past summer with their signal integrity engineering team, which connects with the masters degree she hopes to pursue next year.

Kayo Abdi, a first-generation computer science student and vice president of ��Ƶ National Society of Black Engineers (NSBE), remembers struggling to find his place during his first semester.

“I was too focused on my classes to really connect with others,” he said, “but then I met my peer mentor who encouraged me to join NSBE and start coming to the center. I would then meet a lot of my friends.”

We have a whole space through the Campos Student Center that helps us achieve goals and overcome challenges, which is something we’re privileged to have.” ~Kayo Abdi

Now a peer mentor himself, Abdi helps first- and second-year students navigate challenges and build support networks of their own, some of the support networks that helped Campos during his college experience.

“We should care for ourselves as people first, instead of just students first,” Abdi said. “Being able to help mentees figure out their hobbies, interests and their support system on campus is truly rewarding as well.”

By setting an example for peers, he prioritizes jogging and fishing for his mental health, as well as spiritual health to take breaks from the grind of courses, exams and workload.

“Engaging with students here and hearing different perspectives on how to succeed in classes and how to overcome challenges has shaped me into the person I am right now,” Abdi said. “We may all go through the same struggles, but I know we’re all gonna make it together.”

The College of Engineering and Applied Science held a ribbon-cutting ceremony to celebrated the newly named Campos Student Center. Formerly the BOLD Center, the naming recognizes a $5 million investment for student success by alumnus Marco Campos and the Campos Foundation.

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BOLD Center renamed in honor of Campos Foundation's $5M gift

Charles Ferrer — Fri, 15 Aug 2025 14:08:21 +0000

BOLD Center renamed in honor of Campos Foundation's $5M gift Charles Ferrer Fri, 08/15/2025 - 08:08

The Campos Student Center will continue its mission of broadening engineering student opportunities, community and leadership.

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Día de Ciencias inspires future engineers through hands-on STEM activities

Charles Ferrer — Mon, 12 May 2025 16:02:42 +0000

Día de Ciencias inspires future engineers through hands-on STEM activities Charles Ferrer Mon, 05/12/2025 - 10:02

Charles Ferrer

��Ƶ chapter of the Society of Hispanic Professional Engineers (SHPE) welcomed Hispanic middle and high school students from across the Denver metro area for the third annual Día de Ciencias in early-April. Through hands-on activities in water quality, robotics and STEM, students explored the possibilities of engineering and saw that a future in science and technology is possible.

Middle school students were tasked to create a prosthetic leg in an imaginary zombie apocalypse and competed against other teams to see who had the strongest and most stable leg.

While the number of Hispanic students earning engineering degrees in the United States has nearly doubled over the past decade, significant gaps in representation and access to STEM education remain.

“I didn’t even know what engineering was growing up,” Cindia Denova Garduno, a recent architectural engineering graduate, said.

Her story represents the challenge that Día de Ciencias or Day of Science aims to solve—how can Hispanic youth pursue engineering if they’ve never been exposed to it?

In being part of the solution, the SHPE partnered with CU Engineering’s Integrated Teaching and Learning Program (ITLP), to make Día de Ciencias a reality for the young attendees. SHPE also received generous funding support from the Paul M. Rady Department of Mechanical Engineering to make this venue possible.

Led by Arly Diaz de Leon, an environmental engineering student and the event’s main organizer for the past three years, the SHPE and ITLP worked together to plan STEM activities and workshops for students from the Boulder Valley School District and JeffCo Public Schools. The collaboration hopes to expand their outreach to more schools in future years.

“One of my favorite highlights from the event was seeing both the students and parents excited to learn about the world of engineering,” Diaz de Leon said. “Hearing amazing input from parents and their eagerness to already sign up for next year’s Día de Ciencias was so fulfilling. It’s proof that even one day of exposure can spark a lifelong interest in STEM.”

Throughout the day, students were divided into groups for hands-on engineering activities tailored to their grade levels.

K-2nd graders explored water science by building levees and water filtration systems.

3rd-6th graders practiced coding skills with micro technology.

7th-12th graders tackled the ‘Zombie Got My Leg’ challenge, where teams designed and built prosthetic legs out of materials like cardboard, bubble wrap, PVC pipe and tape, simulating how engineers work creatively within real-world constraints.

Behind the scenes: A collaborative effort

The event relied on a team of SHPE student members working behind the scenes.

Don’t let imposter syndrome get in the way of reaching your fullest potential. Don’t let mistakes get in the way of reaching your goals, as progress and learning is never truly linear!”

Arly Diaz de Leon

“This year’s Día de Ciencia was a lot of fun and successful,” Denova Garduno said. “On the day of the event, I was mainly involved with making sure everything was set up properly to ensure the best experience for our volunteers and the wonderful families that joined us.”

The event not only exposed students to engineering fundamentals but also emphasized family involvement in the college journey. During the event, parents had opportunities to attend workshops on college readiness and financial aid, which is critical for the transition from high school to college.

Keriann Jacobson, education and outreach coordinator at the ITLP, emphasized the importance of the collaborative approach taken between SHPE and the college.

“We are proud to partner with SHPE in creating hands-on engineering experiences that spark a passion for STEM in the next generation of engineers,” Jacobson said. “This allowed us to engage not only with students, but also with their families, bringing parents into the conversation and making them active participants in their children’s STEM education.”

Personal journeys in STEM

For Diaz de Leon, the journey leading up to her leadership of Día de Ciencias has been personal. As a first-generation college student, she participated in ��Ƶ Pre Collegiate Development Program, which helped build the leadership skills she now used to inspire others, she said. After initially pursuing chemical engineering, her experience working in an environmental engineering lab and seeing tangible impacts on public health policy motivated her to switch majors.

Denova Garduno (left) and Diaz De Leon (right) attending the 2024 SHPE Conference in Anaheim, Calif.

“Being a part of SHPE has opened up so many opportunities for me as an underrepresented woman in engineering,” Diaz de Leon said. “Leading this event has given me the courage to advocate for myself and others, both in school and as I look toward my future career.”

Denova Garduno shares this commitment to representation and mentorship.

“Helping organize Día De Ciencia motivated me to continue pushing forward in my career by reminding me of one of the most important goals as a Latina in STEM,” she explained, “which is to be an engineer who can help future Hispanic students believe that they, too, belong in STEM.”

Denova Garduno recalled how she had a wonderful math teacher, Ms. Mejia, who noted how good she was in math in middle school. That left a very important mark to her which shaped her future as an engineer. From that moment, she was inspired to create opportunities for young students to explore engineering.

“There is so much pride and joy in seeing the children participate in STEM activities,” Denova Garduno said. “It reinforces how powerful it is for young students to work together as a team to create something they can test and be proud of.”

Diaz de Leon hopes to pass down the lessons she’s learned to the next generation of SHPE leaders and to the young students they serve.

“We have overcome many hurdles just by being here,” Diaz de Leon said.

“And we should never forget that we all started as eager young kids, curious about the world of STEM.”

��Ƶ chapter of the Society of Hispanic Professional Engineers welcomed Hispanic middle and high school students from across the Denver metro area for the third annual Día de Ciencias this spring semester.

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The Society of Hispanic Professional Engineers hosts middle & high school students for a Dia de Ciencias in April 2025.

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Día de Ciencias inspires future engineers through hands-on STEM activities

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Personal journeys in STEM

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