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M.Ed. Portfolio
Girls Are Heroes
Labor Organizing
Misc. Research
Work Experience
I believe in the transformative power of education, not only to shape the lives of students, but to reimagine the structural foundations of our society.
My interdisciplinary career spans classrooms, museums, nonprofits, and higher education, and has been profoundly shaped by working with underserved and marginalized populations.
Being a first-generation college student, I’ve seen and experienced many of the inequalities students face while trying to access education. This grounding has solidified my belief that education is not a privilege but a fundamental right that must be protected for all.
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hello.darcie.klassen@gmail.com
2025
An educational philosophy, or teaching statement, is a reflection of an educator’s core values, approach, and commitments. Often included in academic portfolios, it communicates how and why we teach. This statement outlines my vision as a justice-driven educator and advocate, shaped by my lived experience as a first-generation college student and a career across K–12, nonprofits, and higher education.
2025
As part of the culminating requirement for an M.Ed. in Educational Leadership and Policy Studies, a portfolio defense must be created to synthesize learning, reflect on leadership identity, and demonstrate applied expertise. These documents include my defense presentation and synthesis, which explore labor equity, institutional change, and justice-driven leadership. Together they reflect my commitment to inclusive systems and the power of education to drive meaningful transformation.
Girls Are Heroes is a multimedia initiative I started in 2016 that uses comics and pop culture to spark critical conversations about identity, representation, and equity. From interactive workshops and curriculum tools to a comic book club toolkit, these projects center youth voice to create inclusive, imaginative spaces where every fan belongs and can become the hero of their own story.
This applied analysis uses the lens of improvement science to examine participation, communication, and organizing within the University of Vermont Staff United labor union. Applied analyses are grounded in real-world problem-solving, blending research, reflection, and action. Drawing on theories of change and institutional equity, the project identifies barriers to union engagement and proposes concrete strategies. The companion Solidarity website offers educational tools to support organizing, outreach, and collective empowerment.
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Explore Analysis
This collection highlights research projects on higher education evaluation reform, a theoretical proposal on youth-led gun control advocacy, and certified ethics training. Each artifact reflects a commitment to actionable scholarship and systems-level change in education.
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Explore Research
A snapshot of my interdisciplinary career in education, nonprofit leadership, and higher education administration. From teaching in K–12 classrooms to designing public programs in museums and supporting faculty and students at the university level, my work has centered equity, inclusion, and learner advocacy. These roles reflect a commitment to building systems that are responsive, community-engaged, and grounded in meaningful, mission-driven service.
Explore Work Experience
Explore Work Experience